A STUDY ON COGNITIVE EMPATHY AND ITS IMPACT ON STUDENTS CAREER

GROWTH OPPORTUNITIES

BY

Dr. RAKHEE RENAPURKAR

Associate Professor, Department of Business Management,
Badruka College of Commerce & Arts, Hyderabad
Ph: 09985241411, Email: rakhee.renapurkar@gmail.com

and

Ms. P.SWETHA,
Assistant Professor, Department of Business Management,
Aurora's PG College, Ramanthapur, Hyderabad,
Ph: 09703632882, Email: swetha.reddy2404@gmail.com
Abstract: Cognitive Empathy (CE) in current world has become an important tool to study and analyze the skills
and knowledge of an individual which connects the people and their behavioral outcome with their performance and
achievements thereof. Through research it is believed that Cognitive empathy can help organizations to understand
which characteristics/ variable can motivate employees and helps them to give their best for achievement of their
goal. Cognitive empathy also improves the social behavior of individual which helps in building strong and
dependable teams in organization. From point of students it can also significantly help in predicting the future
performance of students at their academic level. CE integrates with curriculum in colleges and helps the students
and even teachers to tackle the obstacles that hinder learning by motivating. It helps in building training, counseling
and intervention programs which can help in improving workplace environment. In current competitive world it is
important to see to it that individuals learn not only their subjects of specialization but also emotional skills along
with cognitive empathy which is more demanding feature. It helps in building and improving emotional function and
stability among individuals. The current study is taken to understand the need for CE among under graduate and post
graduate students in various colleges within Hyderabad district. How improvement in CG is helpful in students to
get better employment opportunities in future. For the study a sample of size 146 is considered. Descriptive research
design and convenience and Stratified random sampling techniques are used to collect the data.

Keywords: Cognitive, Empathy, Emotional Intelligence, Social Skills.

Introduction: Cognitive empathy is practiced by taking the perspective of another person. In essence, we are
imagining what it might be like to actually be this person in their situation. Cognitive empathy is also referred to as
perspective-taking, which lends itself to the idea of putting ourselves in someone else's shoes. In moments when
someone we care about is hurting, it can be easy for us to maintain a distance from it because we can see the big
picture. On the other hand, when we are practicing cognitive empathy, we can meet people where they are and
understand why they would be feeling sad or disappointed after not getting the job. We practice imagining what it
might be like to be them at that moment, looking at the situation or circumstance from their perspective. Our society
relies on empathy to facilitate connections and forward movement. When the empathy piece is missing, we become
more disconnected and less effective in our productivity and innovation of new ideas.

Need for the study: The study is being taken up to understand the impact of CE on performance of students both in
academics and while applying for employment opportunities which helps them to compete better and achieve their
goals.

Scope of Study: The study is conducted within the Hyderabad district where students from different streams like
B.Sc, B.Com, B.Tech, M.C.A and M.B.A were chosen as respondents.

Objectives:

1. To understand the dimensions of CE that has impact on students like Skills, Awareness and motivation.
2. To understand whether student use a jell of awareness, skill and motivation for employment.
3. To study if students can assess their own-self by using self-awareness and self-Evaluation techniques.
4. To suggest whether any kind of changes can be brought to improve self-Evaluation and self-Awareness
among students.

Research Methodology:

Data Collection Method: For the purpose of the study, both primary and secondary data has been used. Primary
data is collected with the help of structured questionnaire from the respondents. Secondary data is collected from
journals and websites. Sampling technique used: The stratified random sampling and Convenience sampling
technique was adopted to collect data. Size of the sample: Sample size consists of 146 respondents from different
selected organizations. Research design: The study uses Descriptive research design. Statistical tools and
techniques: Chi-square test, Correlation test and ANOVA are used for the study.

Review of Literature:

Maraichelvi and Rajan (2013) in their research understood that the academic achievements of the students will
also depend on their cognitive empathy. To help students and teachers overcome problems that hamper by
motivating, it is necessary to include cognitive empathy as part of the curriculum as it provides appropriate
counseling and intervention programs for the students. The various competitive tests for admissions into higher
education should not only focus on subject knowledge of the students but also emphasize on developing cognitive
abilities of the students in today's competitive atmosphere. Cognitive empathy helps in prioritizing behavioural
thoughts with appropriate lifestyle choices so as to benefit academic performance among students.
Chirayat and George (2009) found that there are various factors that influence the attitudinal behaviours of
students positively. Few of the factors include self-control among students, encouragement of positive emotions by
teachers in the students etc. From Chi-Square test, it was observed that there is a positive correlation among all the
factors of emotional competency and anxiety. From the Likert scale, it was observed that various factors like self-
control, emotions, maturity of employees are linked to the age of the employees. Finally, it is concluded that attitude
of the employees towards the organization is positive.
Malathi (2006) found that there is was no significant difference in the style of higher secondary students whether it
is type of school or the class they belong to. She observed that the learning style of higher secondary students was
good in Tamilnadu by taking a sample of 160 students. The significant difference is observed in the learning style of
boys and girls. From the study, it is indicated that if their achievement scores are high then their learning style is
found to be better.
Aruna (2006) used proportionate stratified sampling technique in her study and taken a sample of 1000 students of
higher education in Kerala and found that there is an influence of cognitive style, classroom climate and intelligence
on process outcomes. There is a significant difference of 0.01 among boys and girls in the average scores of their
cognitive style, classroom climate and intelligence. The students of urban and rural areas were not significant by
0.05 levels in their mean scores of cognitive style, classroom climate and intelligence. It was also found that the
level of on process outcomes were different for different levels of intelligence and cognitive style.

Analysis:
H0: There is no difference among individuals when it comes to awareness about their strength and weakness and
being self oriented and initiating task at hand
H1: There is difference among individuals when it comes to awareness about their strength and
weakness and being self oriented and initiating task at hand

ANOVA
Model Sum of Squares Df Mean Square F Sig.

Regression 7.793 1 7.793 9.440 .003b

1 Residual 118.871 144 .825

Total 126.664 145

Inference: From the above table we understand that the value of F test is 9.440 and its corresponding significant
value is .003. Since the significant value is less than .05 we accept alternative hypothesis and reject null hypothesis,
which means there is difference among those who are aware of their strength and weakness and those self oriented
and take initiatives.
 1. H0: There is no impact on individuals behavior when they work in team as it inculcate a nature of
complimenting others when they do something well.
H1: There is impact on individuals behavior when they work in team as it inculcate a nature of
complimenting others when they do something well.

Chi-Square Tests
Value df Asymp. Sig. (2-

sided)

Pearson Chi-Square 84.113a 16 .000

Likelihood Ratio 37.631 16 .002

Linear-by-Linear Association 13.904 1 .000

N of Valid Cases 146

Inference: From the above table we understand that the value of Chi-square test is 84.113 and its corresponding
significant value is .000. Since the significant value is less than .05 we accept alternative hypothesis and reject null
hypothesis, which means there is impact on individuals behavior when they work in team as it inculcate a nature of
complimenting others when they do something well.

2. H0: Those who influence others, compliment them when they do something well .
H1: Those who influence others do not compliment them when they do something well .

Chi-Square Tests
Value df Asymp. Sig.
(2-sided)
Pearson Chi-Square 22.113a 16 .140
Likelihood Ratio 19.990 16 .221
Linear-by-Linear
4.336 1 .037
Association
N of Valid Cases 146

Inference: From the above table we understand that the value of Chi-square test is 22.113 and its corresponding
significant value is .140. Since the significant value is greater than .05 we accept null hypothesis and reject
alternative hypothesis, which means those who influence others, compliment them when they do something well.

3. H0: Those who are service oriented and initiative takers do not influence others to get things done
H1: Those who are service oriented and initiative takers influence others to get things done

Chi-Square Tests
Value df Asymp. Sig. (2-

sided)
a
Pearson Chi-Square 30.134 16 .017

Likelihood Ratio 29.852 16 .019

 Linear-by-Linear Association .063 1 .802

N of Valid Cases 146

Inference: From the above table we understand that the value of Chi-square test is 30.134 and its corresponding
significant value is .017. Since the significant value is less than .05 we accept alternative hypothesis and reject null
hypothesis, which means those who are service oriented and initiative takers influence others to get things done.

4. H0: Those who are self confident maintain high personal & professional standards in every area possible
H1: Those who are self confident do not maintain high personal & professional standards in
every area possible

Chi-Square Tests
Value df Asymp. Sig. (2-

sided)

Pearson Chi-Square 21.098a 16 .175

Likelihood Ratio 14.867 16 .534

Linear-by-Linear Association 6.977 1 .008

N of Valid Cases 146

Inference: From the above table we understand that the value of Chi-square test is 21.098 and its corresponding
significant value is .175. Since the significant value is greater than .05 we accept null hypothesis and reject
alternative hypothesis, which means those who are self confident maintain high personal & professional standards in
every area possible.

5. H0: There is no relation between those who are self confident and those maintain high personal &
professional standards in every area possible.
H1: There is relation between those who are self confident and those maintain high personal & professional
standards in every area possible.

Symmetric Measures
Value Asymp. Std. Errora Approx. Tb Approx. Sig.

Interval by Interval Pearson's R .219 .089 2.698 .008c

Ordinal by Ordinal Spearman Correlation .207 .081 2.535 .012c

N of Valid Cases 146

Inference: From the above table we understand that the value of Pearson’s correlation is 0.219 and its
corresponding significant value is .008. Since the significant value is less than .05 we accept alternative hypothesis
and reject null hypothesis, which means those who are service oriented and initiative takers influence others to get
things done.

6. H0: There is no relation between those who are self confident and those maintain high personal &
professional standards in every area possible
H1: There is relation between those who are self confident and those maintain high personal & professional
standards in every area possible.

Symmetric Measures
 Value Asymp. Std. Errora Approx. Tb Approx. Sig.

Interval by Interval Pearson's R .223 .086 2.747 .007c

Ordinal by Ordinal Spearman Correlation .225 .081 2.772 .006c

N of Valid Cases 146

Inference: From the above table we understand that the value of Pearson’s correlation is 0.223 and its
corresponding significant value is .007. Since the significant value is less than .05 we accept alternative hypothesis
and reject null hypothesis, which means that there is a relation between those who are self confident to those who
maintain high personal and professional standards in every area possible.

Conclusion:
The study was chosen to check the how the concept of cognitive empathy being utilized by the students for their
employment opportunities. The term empathy integrates behavioral, moral, cognitive and affective components of
an individual. It is to check how these components incorporates in students of higher education. The level of CE is
influenced through educational experience by gaining various skills, awareness and motivational levels of students.
The students who are self-confident try to maintain high personal and professional standards in their areas of
expertise. Working in teams among the students for various assignments will not only enable them to build and learn
new concepts but also helps them by providing a platform in complimenting team/other’s works when completed
successfully. Students who are focused towards their career goals and like to take initiatives often, are the ones who
motivate and influence others in getting things done. There is an emotional connectivity among students while
identifying the needs and collaborating with others as and when need arises.

Suggestions:
Many other psychological variables may be considered which may be related to the Cognitive Empathy . The
variables can be psychological wellbeing and self-concept.
Cognitive Empathy may be studied for those students who are undergoing technical and engineering related courses.
Course curriculum of higher education students should include cognitive empathy as it helps build the individual
taking into consideration behavioral and attitudinal aspects.
Regular Seminars/ Workshops are to be organized for higher education students in order to bring awareness among
students on Cognitive Empathy and related areas.

References::
Becky Lynn Omdahl, ‘Cognitive appraisal, Emotion and Empathy’, Psychology Press 2014

https://shodhganga.inflibnet.ac.in/bitstream/10603/179339/8/08_chapter_2.pdf

https://pdfs.semanticscholar.org/92e0/9655525804bd7c04f0f261adfe3fb628158c.pdf

https://www.researchgate.net/publication/257713859_The_relationship_between_empathetic_classroom_climate_and_students'_s
uccess

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6325458/

https://mcc.gse.harvard.edu/resources-for-educators/how-build-empathy-strengthen-school-community

http://rebuildetroit.org/wp-content/uploads/2015/06/Empathy-Presentation-Detroit-October-1-2016.pdf

https://www.academia.edu/27333557/Assessment_of_Social_Intelligence_of_College_Level_Students