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Table 1 Linear mixed models of empathy trajectories including psychosocial and health-related covariates

From: Trajectories of medical students’ empathy nowadays: a longitudinal study using a comprehensive framework of empathy

 

JSPE-S

QCAE-Cognitive

QCAE-Affective

AMSP

GERT-S

Predictors

std. β

B

p

std. β

B

p

std. β

B

p

std. β

B

p

std. β

B

p

(Intercept)

.17

87.11

 < .001

.06

50.16

 < .001

.02

23.61

 < .001

.03

18.73

 < .001

-.04

28.35

 < .001

Curriculum year

.21

4.72

 < .001

.05

0.95

 < .001

.06

0.64

.001

-.03

-0.09

.110

.20

0.51

 < .001

Curriculum year^2

-.16

-0.52

 < .001

-.04

-0.11

.002

-.03

-0.06

.019

      

Identifying as male

-.08

-1.50

.001

-.11

-1.55

 < .001

-.23

-2.77

 < .001

.06

0.68

.008

-.18

-1.61

 < .001

Parental Education

-.01

-0.10

.658

.01

0.11

.555

.02

0.14

.309

.03

0.15

.250

.07

0.38

.001

Having a partner

.04

0.77

.011

.01

0.09

.684

.02

0.18

.259

.05

0.49

.004

.03

0.23

.132

Social support

.08

0.38

 < .001

.04

0.15

.012

.06

0.18

 < .001

.02

0.05

.265

.08

0.17

 < .001

Psychotherapist consultation

.04

0.80

.024

.05

0.76

.002

.02

0.26

.170

.03

0.41

.042

-.01

-0.12

.501

Emotion-focused coping

.03

0.07

.148

-.02

-0.03

.434

.17

0.24

 < .001

.00

0.00

.990

.02

0.02

.351

Problem-focused coping

.05

0.27

.001

.13

0.49

 < .001

.02

0.07

.111

.07

0.21

 < .001

.01

0.03

.443

Help-seeking coping

.04

0.13

.027

.05

0.12

.005

.11

0.21

 < .001

-.01

-0.01

.763

-.04

-0.06

.050

Depressive symptoms

.03

0.02

.287

.06

0.03

.014

.08

0.04

 < .001

.00

0.00

.931

.00

0.00

.943

Anxiety symptoms

-.05

-0.04

.069

-.07

-0.04

.008

.11

0.05

 < .001

-.16

-0.07

 < .001

-.02

-0.01

.445

Burnout-Emotional exhaustion

.06

0.10

.009

.01

0.02

.516

.01

0.01

.482

.06

0.06

.012

-.02

-0.01

.449

Burnout-Cynicism

.00

0.01

.829

.00

-0.01

.817

-.03

-0.03

.156

.04

0.05

.037

.00

0.00

.924

Burnout-Academic efficacy

.08

0.16

 < .001

.09

0.13

 < .001

.02

0.03

.214

.15

0.16

 < .001

-.04

-0.03

.113

Physical activity

.01

0.04

.464

-.02

-0.05

.283

-.02

-0.03

.311

.06

0.12

 < .001

.00

0.00

.880

Satisfaction with health

.00

-0.04

.769

-.03

-0.19

.070

.04

0.25

.002

-.03

-0.15

.071

-.01

-0.05

.519

Nindividuals

1658

1664

1664

1658

1662

Nobservations

3205

3213

3213

3204

3207

σ2

33.28

14.87

8.56

10.79

8.05

τ00 individuals

36.69

26.34

14.26

12.66

8.79

ICC

.52

.64

.62

.54

.52

Marginal R2

.12

.07

.23

.08

.09

Conditional R2

.58

.66

.71

.58

.56

AICc

22,066.31

20,015.28

18,203.28

18,422.02

17,664.37

  1. Significant p-values are indicated in bold
  2. Std Standardized, JSPE-S Jefferson Scale of Physician Empathy Student version, QCAE Questionnaire of Cognitive and Affective Empathy, AMSP Ability to Monitor Self-Presentation, GERT-S Geneva Emotion Recognition Test Short. R2 indicates the percentage of variation accounted for by the fixed component of the model, conditional R2 represent the percentage of variation explained by both the fixed and random components, intraclass correlation coefficient (ICC) reflects the proportion of total variance attributed to differences between students. Standardized βs between 0.10–0.29 are considered small, those between 0.30–0.49 are considered medium, and those 0.50 or greater are considered large effect sizes [37]