Parallel empathy and group attitudes in late childhood: The role of perceived peer group attitudes

Figures & data

Table 1. Intercorrelations and means

	Dataset 1 (n = 335)						Dataset 2 (n = 326)
	1	2	3	4	5	M (SD)	1	3	4	5	M (SD)
1. Parallel Empathy						2.83 (0.75)					2.83 (0.78)
2. Multicultural Education	0.12*					3.14 (0.92)	-	-	-	-	-
3. Teacher Closeness	0.17**	0.20**				3.70 (0.77)	0.25**				4.00 (0.70)
4. Gender	0.35**	0.07	0.13*			0.53 (-)	0.33**	0.00			0.48 (-)
5. Age	0.13*	0.21**	0.04	0.08		10.83 (0.94)	0.04	−0.03	−0.06		10.53 (1.03)
Smiley face measures											-
Surinamese	0.18**	0.24**	0.18**	0.05	0.15**	5.20 (1.59)	-	-	-	-	-
Turks	0.06	0.24**	0.15**	0.07	0.07	4.53 (1.83)	0.12*	0.16**	0.01	0.11	4.64 (1.71)
Moroccans	0.05	0.23**	0.17**	0.07	0.01	4.30 (1.97)	0.20**	0.18**	0.10	0.10	4.39 (1.82)
Chinese	-	-	-	-	-	-	0.16**	0.07	0.09	0.13*	4.96 (1.61)
Dutch	0.04	0.00	0.17**	0.11	0.06	6.73 (0.71)	0.01	0.02	0.09	−0.04	6.79 (0.60)
Trait evaluations
Moroccan children	-	-	-	-	-	-	0.30**	0.23**	0.13*	0.05	3.31 (0.85)
Dutch children	-	-	-	-	-	-	0.02	0.12*	−0.03	−0.17**	4.15 (0.58)

* p < .05, ** p < .01

Table 2. Multivariate regression models for group-specific smiley-face measures (Dataset 1)

	Attitude toward			In-Group Bias relative to
	Surinamese	Turks	Moroccans	Surinamese	Turks	Moroccans
	b (SE)	b (SE)	b (SE)	b (SE)	b (SE)	b (SE)
Model 1 Parallel Empathy	0.17 (0.07)*	0.06 (0.05)	0.04 (0.05)	−0.14 (0.07)*	−0.04 (0.05)	−0.02 (0.06)
Model 2 Parallel Empathy	0.13 (0.07)†	0.03 (0.05)	0.01 (0.05)	−0.12 (0.07)†	−0.02 (0.05)	−0.01 (0.06)
Multicultural Education	0.14 (0.06)*	0.17 (0.08)*	0.16 (0.07)*	−0.15 (0.07)*	−0.17 (0.09)*	−016 (0.08)*
Teacher Closeness	0.09 (0.07)	0.08 (0.07)	0.10 (0.06)†	−0.02 (0.08)	−0.01 (0.07)	−0.04 (0.05)
Age	0.10 (0.06)	0.04 (0.07)	−0.03 (0.08)	−0.07 (0.06)	−0.01 (0.06)	0.06 (0.07)

† p < .10,* p < .05

Table 3. Multivariate regression models for group-specific smiley-face measures (Dataset 2)

	Attitude toward			In-Group Bias relative to
	Turks	Moroccans	Chinese	Turks	Moroccans	Chinese
	b (SE)	b (SE)	b (SE)	b (SE)	b (SE)	b (SE)
Model 1 Parallel Empathy	0.10 (0.05)*	0.18 (0.05)**	0.16 (0.06)**	−0.10 (0.04)*	−0.17 (0.05)**	−0.15 (0.06)*
Model 2 Parallel Empathy	0.07 (0.05)	0.14 (0.05)**	0.15 (0.06)*	−0.07 (0.04)	−0.14 (0.05)**	−0.14 (0.06)*
Teacher Closeness	0.14 (0.05)**	0.14 (0.06)*	0.04 (0.04)	−0.13 (0.05)*	−0.13 (0.06)*	−0.03 (0.04)

† p < .10,* p < .05, ** p < .01

Table 4. Regression models for trait evaluation measures (Dataset 2)

	Attitude toward Moroccan Peers			Ingroup Bias relative to Moroccan Peers
	Model 1	Model 2	Model 3	Model 1	Model 2	Model 3
	b (SE)	b (SE)	b (SE)	b (SE)	b (SE)	b (SE)
Parallel Empathy	0.28 (0.06)**	0.22 (0.06)**	0.17 (0.06)**	−0.26 (0.07)**	−0.22 (0.07)**	−0.18 (0.06)**
Teacher Closeness	-	0.17 (0.07)*	0.12 (0.07)†	-	−0.09 (0.08)	−0.06 (0.07)
Gender	-	0.12 (0.12)	0.12 (0.11)	-	−0.13 (0.14)	−0.15 (0.14)
PCA	-	-	0.38 (0.08)**	-	-	0.34 (0.07)**
Parallel Empathy* PCA	-	-	−0.07 (0.04)	-	-	−0.11 (0.04)**

PCA = Perceived Classroom Attitudes.

† p < .10,* p < .05, ** p < .01

Figure 1. Interaction effect of parallel empathy and perceived classroom bias on in-group bias

Data availability statement

The data described in this article are openly available in the Open Science Framework at https://osf.io/fm8y5/?view_only=6c0bc71a1ecb41ee86e0becdc990a451.