Divergent/Discriminant
Kokkinos and Kipritsi (2012) found that the FTS total score correlated negatively with their Bullying and
Victimization scale or BVS ( r52.15). Girls scored more highly than boys on both the cognitive and affective
components of empathy ( Garton & Gringart, 2005 ).
Construct/Factor Analytic
A principal components analysis with oblimin rotation using the sample of 413 school children resulted in a
four-component solution ( Garton & Gringart, 2005 ). The resultant 12-item scale comprised a two-dimensional
structure reflecting both affective and cognitive components of empathy. Likewise, Kokkinos and Kipritsi (2012) ,
using a Greek sample of 206 Grade 6 children, conducted an exploratory factor analysis of the item intercorrela-
tions, resulting in separate cognitive and affective empathy factors.
Criterion/Predictive
No criterion/predictive validity evidence is currently available.
Location
Garton, A.F., & Gringart, E. (2005). The development of a scale to measure empathy in 8- and 9-year old chil-
dren. Australian Journal of Education and Developmental Psychology, 5 ,1 7/C025.
Results and Comments
Theory consistent sex differences have been found with the FTS. Girls show significantly higher scores than
boys on both affective ( p,.001) and cognitive ( p,.01) factors ( Garton & Gringart, 2005 ). During construction of
the FTS, Garton and Gringart (2005) proposed a two-factor model reflecting cognitive and affective components
of empathy. However, the FTS was based upon Davis’ (1980) IRI which comprises four subscales. Evidently, the
relationship between the FTS and IRI requires further investigation. Also, the test /C0retest reliability as well as the
criterion/predictive validity remain to be investigated.
FTS SAMPLE ITEMS
Cognitive empathy question
I think people can have different opinions about the same thing.
Affective empathy question
Emergency situations make me feel worried and upset.
Note: Items are rated on a 5-point Likert-type scale ranging from: 1 5‘Not like me at all ’; 25‘Hardly ever like me ’;
35‘Occasionally like me ’; 45‘Fairly like me ’; and 5 5‘Very like me ’.
Basic Empathy Scale (BES)
(Jolliffe & Farrington, 2006a ).
Variable
The BES is based on a definition of empathy proposed by Cohen and Strayer (1996) as the sharing and under-
standing of another’s emotional state or context resulting from experiencing the emotive state (affective) and
understanding another’s (cognitive) emotions.
Description
The BES measures five basic emotions (fear, sadness, anger, and happiness) wherein the measurements relate
more generally to cognitive and affective empathy and not to a non-specific affective state (e.g., anxiety). For the
40-item scale, reverse worded items have been included with 20 items requiring a positive response and 20
requiring a negative response ( Jolliffe & Farrington, 2006a ). A shortened 20-item version is also available, along
with a French version for use with adults ( Carre ´, Stefaniak, D’Ambrosio, Bensalah, & Besche-Richard, 2013 ).265 OVERVIEW OF THE MEASURES
III. EMOTION REGULATION