Examining links between affective empathy, cognitive empathy, and peer relationships at the transition to school

The current study aimed to (i) examine associations across features of affective and cognitive empathy, (ii) explore their independent role for children's peer relationships at the transition school. Affective empathy was measured using both observations facial affect during an empathy-eliciting event dispositional distress via teacher report. Cognitive index proclivity engage in perspective taking when witnessing another. Children's theory mind also assessed given close links with empathy. Participants were 114 Australian children (Mage = 67 months, SD 5 months) two sessions first year formal schooling. Findings showed that unrelated, but positive (assessed peer-reported social preference teacher-rated maturity). provides support delineation between early school-age children, importance understanding These findings have implications how we understand nature childhood it plays supporting relationships.