The Role of Empathy in Learning and Psychological Well-Being from a Social Cognition Perspective: A Systematic Review

Empathy improves social relationships and also plays a role in students' academic achievement and mental health. However, no previous systematic review has synthesized evidence on empathy's role in classroom group dynamics, learning outcomes, and psychological well-being simultaneously. This systematic review followed PRISMA ۲۰۲۰ guidelines. Eight databases (PubMed, Scopus, ScienceDirect, Google Scholar, Magiran, SID, Noormags, and Civilica) were searched for papers published between January ۲۰۱۵ and December ۲۰۲۵. Two independent reviewers screened records, and quality was assessed. The initial search yielded ۱۹۶ records. After screening, ۱۷ studies met the inclusion criteria. Based on the findings, empathy is directly or indirectly related to increased learning ability, academic achievement, responsibility, positive interactions with peers at school, and psychological well-being on the one hand, and a decrease in undesirable social behaviors such as bullying and aggression on the other. However, considerable heterogeneity in study designs (cross-sectional, quasi-experimental, longitudinal, and qualitative) and outcome measures precluded meta-analysis. Considering such results, the necessity of designing psychoeducational packages focused on empathy in schools becomes evident. Strengthening empathy in educational settings may simultaneously improve academic achievement and psychological well-being while reducing bullying and maladjustment. Future research should employ longitudinal designs, standardized empathy measures, and active control groups to establish causality.

کلیدواژه ها:

empathy ، Group Processes ، learning ، Psychological well-being ، social behavior ، social cognition