This study investigated the effect of social identity, gender and bullying scenario on empathy. It was hypothesized that students with high social identity would be more empathetic towards a victim in a bullying scenario, that females would score higher than males on the empathy scale, and that all students would score higher on empathy for the direct bullying compared to the indirect bullying scenario. Participants completed a social identity questionnaire, read bullying scenarios, and completed empathy questionnaires for each victim and bully character. A 2 x 3 ANOVA revealed a significant social identity main effect and a significant gender main effect on victim positive and bully positive respectively. In opposition to the hypothesis, paired samples t tests revealed that participants had higher empathy scores for victims in the indirect compared to the direct scenario.


Stavnezer, Amy Jo



Publication Date


Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis



© Copyright 2007 Kelly Goss