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Sympathy vs. Empathy: What's the Difference?

Sympathy is understanding someone's emotions and empathy is feeling them.

Dr. Sabrina Romanoff, PsyD, is a licensed clinical psychologist and a professor at Yeshiva University’s clinical psychology doctoral program.

PeopleImages / Getty Images

Sympathy vs. Empathy

Which is better—empathy or sympathy.

• Are Compassion and Empathy the Same Thing?

How to Be More Sympathetic and Empathetic

We often come across the words empathy and sympathy when talking about how we feel. However, sympathy involves understanding someone’s emotions from our perspective and empathy involves feeling their emotions from their perspective.

Although both words are used in situations that involve emotions, they cannot be used interchangeably as they have different meanings.

This article explores the traits, differences, examples and common questions about sympathy and empathy.

The main difference between sympathy and empathy is how we express and experience our emotions toward someone’s situation. 

According to the American Psychology Association Dictionary of Psychology, the definitions of sympathy and empathy are as follows:

• Sympathy : “feelings of concern or compassion resulting from an awareness of the suffering or sorrow of another.”
• Empathy : “understanding a person from his or her frame of reference rather than one’s own, or vicariously experiencing that person’s feelings, perceptions, and thoughts."

How to Remember the Difference

An easy way to remember what sympathy refers to is to think of the greeting card section at a store. You feel bad for someone who is going through a hard time and you express your condolences with a sympathy card.

In other words, you aren’t putting yourself in their position and imagining yourself struggling with their situation. Therefore, it is possible to have sympathy but not empathy.

Surface vs. Deep Level Understanding 

When we sympathize with someone’s unfortunate situation, we feel bad for them. We have thoughts and feelings about what they are going through but we don’t have a deep understanding of how they are feeling.

Empathizing with someone’s circumstances means we are taking the time, effort, and mental space to fully appreciate and understand how they feel. 

Understanding From Our vs. Their Perspective

Sympathy means hearing someone’s bad news, sharing our feelings about it, and saying sorry.

When we practice empathy, we dive into the depth of their emotions and envision ourselves in their situation. It’s not about how we feel about their experience but rather we are putting ourselves in their shoes, pretending to go through what they’re going through and feeling their feelings.

For instance, if your friend tells you that their dog recently passed away, you sympathize by saying “I’m sorry for your loss.” 

But if you were to empathize, you would imagine yourself losing a beloved pet and feeling the grief and loss that come with that experience.

Fun Fact: Where Did These Words Originate?

The words sympathy and empathy share the same suffix, “-pathy” which originates from the Greek word “pathos.” Pathos refers to “emotions, feelings, or passion."

Judgement vs. Non-Judgement

Sympathy involves a superficial understanding of someone’s situation; therefore, it is easy to pass judgment. Empathy allows a person to explore another person’s thoughts and feelings which helps them remove judgment.

For instance, if your sibling mentions they are getting a divorce, you sympathize by saying, “That’s terrible. It’s going to be hard on my nephew. He’s going grow up in a broken home.”

An empathetic response would be, “Let me know if you want to talk about it. I’ll be here for you through it all.”

Unsolicited Advice vs. Active Listening

Sympathizing does not involve feeling someone’s emotions; therefore, when we hear about their problem, we immediately feel the urge to fix it because we pity them. We suppress our own emotions. We don’t know exactly what they are going through and it’s easier to focus on the solution rather than validate their experiences.

When we empathize with a close one, we connect deeply to their experience. We ask questions to understand, practice active listening, read their facial expressions and body language and behave sensitively to their needs.

Neither is better; it depends on the context and knowing when to use empathy or sympathy. Both empathy and sympathy are needed for emotional and mental well-being. 

When to Show Empathy

Empathy is essential for building deep and meaningful relationships with others. If you are unable to understand another person’s perspective, it can be challenging to effectively communicate and problem-solve together. 

For instance, if you and your partner are fighting, it can be difficult to resolve the conflict if you are unable to empathize with their point of view. Instead of working as a team toward a solution, you focus on trying to convince the other that you are right which creates a bigger divide in the relationship.

Empathy Fatigue

However, empathy fatigue can occur if you are overly concerned and constantly feel the feelings of others. Your energy becomes depleted and you may feel numb, burnt out, powerless, and less compassionate. You are at an increased risk of empathic distress.

When to Show Sympathy

In the age of mobile phones and social media, we are bombarded with distressing news at our fingertips; it’s easy to become overwhelmed by what’s happening in the world.

Sympathy allows us to learn and stay informed about global issues without being emotionally consumed.

Sympathy has been shown to be associated with moral and prosocial behaviors such as cooperation, sharing, low discrimination, supporting, helping, and protecting others.

Are Compassion and Empathy the Same Thing? 

Compassion and empathy is also terms that are often used interchangeably. Both involve having an understanding of someone’s emotions, connecting deeply, listening without judgment, being patient, and showing respect; however, there is a subtle difference between them. 

Compassion Involves Taking Action

Unlike empathy which is merely about feeling the emotions of others, compassion creates a desire to help others and involves taking action. You want to help relieve their pain and suffering because you truly empathize with their situation.

For instance, your friend is going through cancer treatment. You have compassion by helping them run errands, driving them to their appointments, and being mindful and sensitive about their needs.

Sympathy and empathy are important for relationship-building and mental wellness. Here are some tips to practice these skills to help you be more sympathetic and empathetic:

• Learn how to read non-verbal cues
• Instead of jumping to giving unsolicited advice, put yourself in their situation and try to imagine what they need
• Practice active listening , ask questions, and work on understanding how another person feels
• Self-reflect on how your conditions shaped your beliefs, values, judgments, and perspectives
• Emotionally validate someone’s concerns
• Learn about your own emotions and how to identify them

Therefore, there is a clear difference between sympathy and empathy. While neither is better, it’s important to know when to use each of these emotional tools depending on the situation. 

If you are having a difficult time managing your emotions and connecting with others, therapy can help you work through your emotions, build stronger relationships, improve communication skills, and increase emotional awareness.

APA Dictionary of Psychology. Sympathy .

APA Dictionary of Psychology. Empathy .

Merriam-Webster Dictionary. What’s the difference between “sympathy” and “empathy”?

Chikovani G, Babuadze L, Iashvili N, Gvalia T, Surguladze S. Empathy costs: Negative emotional bias in high empathisers. Psychiatry Research. 2015;229(1–2):340–346.

Yang H, Yang S. Sympathy fuels creativity: The beneficial effects of sympathy on originality. Thinking Skills and Creativity. 2016;21:132–143.

By Katharine Chan, MSc, BSc, PMP Katharine is the author of three books (How To Deal With Asian Parents, A Brutally Honest Dating Guide and A Straight Up Guide to a Happy and Healthy Marriage) and the creator of 60 Feelings To Feel: A Journal To Identify Your Emotions. She has over 15 years of experience working in British Columbia's healthcare system.

Understanding others’ feelings: what is empathy and why do we need it?

Senior Lecturer in Social Neuroscience, Monash University

Disclosure statement

Pascal Molenberghs receives funding from the Australian Research Council (ARC Discovery Early Career Research Award: DE130100120) and Heart Foundation (Heart Foundation Future Leader Fellowship: 1000458).

Monash University provides funding as a founding partner of The Conversation AU.

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This is the introductory essay in our series on understanding others’ feelings. In it we will examine empathy, including what it is, whether our doctors need more of it, and when too much may not be a good thing.

Empathy is the ability to share and understand the emotions of others. It is a construct of multiple components, each of which is associated with its own brain network . There are three ways of looking at empathy.

First there is affective empathy. This is the ability to share the emotions of others. People who score high on affective empathy are those who, for example, show a strong visceral reaction when watching a scary movie.

They feel scared or feel others’ pain strongly within themselves when seeing others scared or in pain.

Cognitive empathy, on the other hand, is the ability to understand the emotions of others. A good example is the psychologist who understands the emotions of the client in a rational way, but does not necessarily share the emotions of the client in a visceral sense.

Finally, there’s emotional regulation. This refers to the ability to regulate one’s emotions. For example, surgeons need to control their emotions when operating on a patient.

Another way to understand empathy is to distinguish it from other related constructs. For example, empathy involves self-awareness , as well as distinction between the self and the other. In that sense it is different from mimicry, or imitation.

Many animals might show signs of mimicry or emotional contagion to another animal in pain. But without some level of self-awareness, and distinction between the self and the other, it is not empathy in a strict sense. Empathy is also different from sympathy, which involves feeling concern for the suffering of another person and a desire to help.

That said, empathy is not a unique human experience. It has been observed in many non-human primates and even rats .

People often say psychopaths lack empathy but this is not always the case. In fact, psychopathy is enabled by good cognitive empathic abilities - you need to understand what your victim is feeling when you are torturing them. What psychopaths typically lack is sympathy. They know the other person is suffering but they just don’t care.

Research has also shown those with psychopathic traits are often very good at regulating their emotions .

Why do we need it?

Empathy is important because it helps us understand how others are feeling so we can respond appropriately to the situation. It is typically associated with social behaviour and there is lots of research showing that greater empathy leads to more helping behaviour.

However, this is not always the case. Empathy can also inhibit social actions, or even lead to amoral behaviour . For example, someone who sees a car accident and is overwhelmed by emotions witnessing the victim in severe pain might be less likely to help that person.

Similarly, strong empathetic feelings for members of our own family or our own social or racial group might lead to hate or aggression towards those we perceive as a threat. Think about a mother or father protecting their baby or a nationalist protecting their country.

People who are good at reading others’ emotions, such as manipulators, fortune-tellers or psychics, might also use their excellent empathetic skills for their own benefit by deceiving others.

Interestingly, people with higher psychopathic traits typically show more utilitarian responses in moral dilemmas such as the footbridge problem. In this thought experiment, people have to decide whether to push a person off a bridge to stop a train about to kill five others laying on the track.

The psychopath would more often than not choose to push the person off the bridge. This is following the utilitarian philosophy that holds saving the life of five people by killing one person is a good thing. So one could argue those with psychopathic tendencies are more moral than normal people – who probably wouldn’t push the person off the bridge – as they are less influenced by emotions when making moral decisions.

How is empathy measured?

Empathy is often measured with self-report questionnaires such as the Interpersonal Reactivity Index (IRI) or Questionnaire for Cognitive and Affective Empathy (QCAE).

These typically ask people to indicate how much they agree with statements that measure different types of empathy.

The QCAE, for instance, has statements such as, “It affects me very much when one of my friends is upset”, which is a measure of affective empathy.

Cognitive empathy is determined by the QCAE by putting value on a statement such as, “I try to look at everybody’s side of a disagreement before I make a decision.”

Using the QCAE, we recently found people who score higher on affective empathy have more grey matter, which is a collection of different types of nerve cells, in an area of the brain called the anterior insula.

This area is often involved in regulating positive and negative emotions by integrating environmental stimulants – such as seeing a car accident - with visceral and automatic bodily sensations.

We also found people who score higher on cognitive empathy had more grey matter in the dorsomedial prefrontal cortex.

This area is typically activated during more cognitive processes, such as Theory of Mind, which is the ability to attribute mental beliefs to yourself and another person. It also involves understanding that others have beliefs, desires, intentions, and perspectives different from one’s own.

Can empathy be selective?

Research shows we typically feel more empathy for members of our own group , such as those from our ethnic group. For example, one study scanned the brains of Chinese and Caucasian participants while they watched videos of members of their own ethnic group in pain. They also observed people from a different ethnic group in pain.

The researchers found that a brain area called the anterior cingulate cortex, which is often active when we see others in pain, was less active when participants saw members of ethnic groups different from their own in pain.

Other studies have found brain areas involved in empathy are less active when watching people in pain who act unfairly . We even see activation in brain areas involved in subjective pleasure , such as the ventral striatum, when watching a rival sport team fail.

Yet, we do not always feel less empathy for those who aren’t members of our own group. In our recent study , students had to give monetary rewards or painful electrical shocks to students from the same or a different university. We scanned their brain responses when this happened.

Brain areas involved in rewarding others were more active when people rewarded members of their own group, but areas involved in harming others were equally active for both groups.

These results correspond to observations in daily life. We generally feel happier if our own group members win something, but we’re unlikely to harm others just because they belong to a different group, culture or race. In general, ingroup bias is more about ingroup love rather than outgroup hate.

Yet in some situations, it could be helpful to feel less empathy for a particular group of people. For example, in war it might be beneficial to feel less empathy for people you are trying to kill, especially if they are also trying to harm you.

To investigate, we conducted another brain imaging study . We asked people to watch videos from a violent video game in which a person was shooting innocent civilians (unjustified violence) or enemy soldiers (justified violence).

While watching the videos, people had to pretend they were killing real people. We found the lateral orbitofrontal cortex, typically active when people harm others, was active when people shot innocent civilians. The more guilt participants felt about shooting civilians, the greater the response in this region.

However, the same area was not activated when people shot the soldier that was trying to kill them.

The results provide insight into how people regulate their emotions. They also show the brain mechanisms typically implicated when harming others become less active when the violence against a particular group is seen as justified.

This might provide future insights into how people become desensitised to violence or why some people feel more or less guilty about harming others.

Our empathetic brain has evolved to be highly adaptive to different types of situations. Having empathy is very useful as it often helps to understand others so we can help or deceive them, but sometimes we need to be able to switch off our empathetic feelings to protect our own lives, and those of others.

Tomorrow’s article will look at whether art can cultivate empathy.

• Theory of mind
• Emotional contagion
• Understanding others' feelings

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Essays About Empathy: Top 5 Examples Plus Prompts

If you’re writing essays about empathy, check out our essay examples and prompts to get started. 

Empathy is the ability to understand and share other people’s emotions. It is the very notion which To Kill a Mockingbird character Atticus Finch was driving at when he advised his daughter Scout to “climb inside [other people’s] skin and walk around in it.” 

Being able to feel the joy and sorrow of others and see the world from their perspective are extraordinary human capabilities that shape our social landscape. But beyond its effect on personal and professional relationships, empathy motivates kind actions that can trickle positive change across society. 

If you are writing an article about empathy, here are five insightful essay examples to inspire you: 

1. Do Art and Literature Cultivate Empathy? by Nick Haslam

2. empathy: overrated by spencer kornhaber, 3. in our pandemic era, why we must teach our children compassion by rebecca roland, 4. why empathy is a must-have business strategy by belinda parmar, 5. the evolution of empathy by frans de waal, 1. teaching empathy in the classroom., 2. how can companies nurture empathy in the workplace, 3. how can we develop empathy, 4. how do you know if someone is empathetic, 5. does empathy spark helpful behavior , 6. empathy vs. sympathy., 7. empathy as a winning strategy in sports. , 8. is there a decline in human empathy, 9. is digital media affecting human empathy, 10. your personal story of empathy..

“Exposure to literature and the sorts of movies that do not involve car chases might nurture our capacity to get inside the skins of other people. Alternatively, people who already have well-developed empathic abilities might simply find the arts more engaging…”

Haslam, a psychology professor, laid down several studies to present his thoughts and analysis on the connection between empathy and art. While one study has shown that literary fiction can help develop empathy, there’s still lacking evidence to show that more exposure to art and literature can help one be more empathetic. You can also check out these essays about character .

“Empathy doesn’t even necessarily make day-to-day life more pleasant, they contend, citing research that shows a person’s empathy level has little or no correlation with kindness or giving to charity.”

This article takes off from a talk of psychology experts on a crusade against empathy. The experts argue that empathy could be “innumerate, parochial, bigoted” as it zooms one to focus on an individual’s emotions and fail to see the larger picture. This problem with empathy can motivate aggression and wars and, as such, must be replaced with a much more innate trait among humans: compassion.

“Showing empathy can be especially hard for kids… Especially in times of stress and upset, they may retreat to focusing more on themselves — as do we adults.”

Roland encourages fellow parents to teach their kids empathy, especially amid the pandemic, where kindness is needed the most. She advises parents to seize everyday opportunities by ensuring “quality conversations” and reinforcing their kids to view situations through other people’s lenses. 

“Mental health, stress and burnout are now perceived as responsibilities of the organization. The failure to deploy empathy means less innovation, lower engagement and reduced loyalty, as well as diluting your diversity agenda.”

The spike in anxiety disorders and mental health illnesses brought by the COVID-19 pandemic has given organizations a more considerable responsibility: to listen to employees’ needs sincerely. Parmar underscores how crucial it is for a leader to take empathy as a fundamental business strategy and provides tips on how businesses can adjust to the new norm. 

“The evolution of empathy runs from shared emotions and intentions between individuals to a greater self/other distinction—that is, an “unblurring” of the lines between individuals.”

The author traces the evolutionary roots of empathy back to our primate heritage — ultimately stemming from the parental instinct common to mammals. Ultimately, the author encourages readers to conquer “tribal differences” and continue turning to their emotions and empathy when making moral decisions.

10 Interesting Writing prompts on Essays About Empathy

Check out below our list of exciting prompts to help you buckle down to your writing:

This essay discuss teaching empathy in the classroom. Is this an essential skill that we should learn in school? Research how schools cultivate children’s innate empathy and compassion. Then, based on these schools’ experiences, provide tips on how other schools can follow suit. 

An empathetic leader is said to help boost positive communication with employees, retain indispensable talent and create positive long-term outcomes. This is an interesting topic to research, and there are plenty of studies on this topic online with data that you can use in your essay. So, pick these best practices to promote workplace empathy and discuss their effectiveness.

Write down a list of deeds and activities people can take as their first steps to developing empathy. These activities can range from volunteering in their communities to reaching out to a friend in need simply. Then, explain how each of these acts can foster empathy and kindness. 

Based on studies, list the most common traits, preferences, and behaviour of an empathetic person. For example, one study has shown that empathetic people prefer non-violent movies. Expound on this list with the support of existing studies. You can support or challenge these findings in this essay for a compelling argumentative essay. Make sure to conduct your research and cite all the sources used. 

Empathy is a buzzword closely associated with being kind and helpful. However, many experts in recent years have been opining that it takes more than empathy to propel an act of kindness and that misplaced empathy can even lead to apathy. Gather what psychologists and emotional experts have been saying on this debate and input your analysis. 

Empathy and sympathy have been used synonymously, even as these words differ in meaning. Enlighten your readers on the differences and provide situations that clearly show the contrast between empathy and sympathy. You may also add your take on which trait is better to cultivate.

Empathy has been deemed vital in building cooperation. A member who empathizes with the team can be better in tune with the team’s goals, cooperate effectively and help drive success. You may research how athletic teams foster a culture of empathy beyond the sports fields. Write about how coaches are integrating empathy into their coaching strategy. 

Several studies have warned that empathy has been on a downward trend over the years. Dive deep into studies that investigate this decline. Summarize each and find common points. Then, cite the significant causes and recommendations in this study. You can also provide insights on whether this should cause alarm and how societies should address the problem. 

There is a broad sentiment that social media has been driving people to live in a bubble and be less empathetic — more narcissistic. However, some point out that intensifying competition and increasing economic pressures are more to blame for reducing our empathetic feelings. Research and write about what experts have to say and provide a personal touch by adding your experience. 

Acts of kindness abound every day. But sometimes, we fail to capture or take them for granted. Write about your unforgettable encounters with empathetic people. Then, create a storytelling essay to convey your personal view on empathy. This activity can help you appreciate better the little good things in life. 

Check out our general resource of essay writing topics and stimulate your creative mind! 

See our round-up of the best essay checkers to ensure your writing is error-free.

Empathy, Sympathy, And Emotion Regulation: A Meta-Analytic Review

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

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Saul McLeod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Empathy involves sharing another’s emotional experience, while sympathy refers to feeling concern for someone in distress without necessarily experiencing their emotions. Emotion regulation (ER) is the process of modifying one’s emotional reactions to meet situational demands. ER may facilitate sympathy by helping individuals manage vicarious distress, allowing them to focus on others’ needs rather than becoming overwhelmed. In contrast, the relationship between ER and empathy is less clear, as empathic responses can occur automatically without regulation. Understanding these distinctions is crucial for interpreting the complex interplay between emotional processes in social-emotional development.

• The meta-analysis examined associations between emotion regulation (ER) and empathy/sympathy in childhood and adolescence.
• Overall, there was a small but significant positive association between ER and empathy/sympathy (r = .19).
• When accounting for measurement conflation, ER was significantly associated with sympathy (r = .24) but not empathy (r = .04).
• Associations were generally consistent across sample characteristics like age, sex, and culture.
• Methodological factors like measurement conflation and use of physiological vs. self-report measures moderated effect sizes.
• The findings highlight the importance of distinguishing between empathy and sympathy conceptually and methodologically.
• Results suggest ER may be more critical for developing sympathy than empathy in childhood/adolescence.

This meta-analysis aimed to clarify associations between emotion regulation (ER) and empathy/sympathy in childhood and adolescence.

While ER, empathy, and sympathy are considered key components of social-emotional development (Malti, 2021), empirical evidence on their interrelations has been mixed.

Some studies find positive associations between ER and empathy/sympathy (e.g., Jambon et al., 2019), while others report null or negative links (e.g., Christensen et al., 2011).

These inconsistencies may stem from variations in how constructs are defined and measured. Despite longstanding arguments to distinguish empathy and sympathy (Eisenberg, 2000), many researchers use the terms interchangeably.

Additionally, ER measures often conflate emotional and behavioral regulation.

By meta-analytically examining these associations and potential moderators, this study aimed to clarify when and why ER relates to empathy and/or sympathy across development.

A key goal was to test if ER differentially relates to empathy versus sympathy when accounting for measurement issues.

This analysis addresses important conceptual and methodological gaps in understanding the foundations of social-emotional competence in childhood and adolescence.

The researchers conducted a comprehensive meta-analysis of studies examining associations between ER and empathy/sympathy in typically developing children and adolescents.

• Systematic literature search of major databases (e.g., Web of Science, PsycInfo)
• Screening of abstracts and full texts based on inclusion criteria
• Coding of study characteristics and effect sizes by multiple coders
• Calculation of overall effect sizes and moderator analyses using random effects models
• 75 effect sizes from 58 studies
• Total N = 25,831 participants
• Ages ranged from infancy to late adolescence (0-18 years)
• Studies conducted across multiple countries/cultures
• Emotion regulation: Self-report, other-report, observational, and physiological (RSA) measures
• Empathy/sympathy: Self-report, other-report, and observational measures
• Coded for measurement conflation (e.g., empathy scales including sympathy items)

Statistical measures

• Random effects meta-analysis
• Moderator analyses using Q statistics
• Meta-regression for continuous moderators
• Publication bias assessed via funnel plot, trim-and-fill, and Egger’s test

Hypothesis 1: There will be a significant positive association between ER and empathy/sympathy.

Result: Supported. Overall combined effect size r = .19, p < .001.

Hypothesis 2: The association between ER and empathy/sympathy will be moderated by measurement conflation.

Result: Supported. Studies with multiply conflated empathy/sympathy measures showed larger effects (r = .40) than unconflated measures (r = .14).

Hypothesis 3: ER will be more strongly associated with sympathy than empathy when accounting for measurement conflation.

Result: Supported. For unconflated measures, ER was significantly associated with sympathy (r = .24, p < .001) but not empathy (r = .04, p = .38).

Hypothesis 4: Associations between ER and empathy/sympathy will be moderated by measurement method.

Result: Partially supported. Nonphysiological ER measures showed larger effects than RSA measures. Shared-method/informant variance inflated effects.

Hypothesis 5: Associations will be consistent across sample characteristics (e.g., age, sex, culture).

Result: Largely supported. Few significant differences across demographic moderators, except lower effects in infancy/toddlerhood vs. older ages.

This meta-analysis provides the first comprehensive synthesis of research on associations between emotion regulation (ER) and empathy/sympathy in childhood and adolescence.

The overall small but significant positive association suggests that better ER relates to higher empathy/sympathy across development.

However, the key insight is that this association appears to be driven primarily by sympathy rather than empathy when measurement issues are accounted for.

The finding that ER was significantly associated with sympathy but not empathy (for unconflated measures) is particularly informative.

It suggests that the ability to regulate one’s emotions may be more critical for developing sympathetic concern for others than for the more automatic process of empathic arousal.

This aligns with theories proposing that ER helps children manage vicarious distress and focus on others’ needs rather than becoming overwhelmed by personal distress.

These results extend previous research by clarifying the distinct roles of empathy and sympathy in relation to ER.

They highlight the importance of differentiating these constructs both conceptually and methodologically – something many past studies have failed to do.

The findings also demonstrate how measurement conflation can lead to inflated or misleading effect sizes, particularly for empathy.

The largely consistent results across age (except early infancy), sex, and culture suggest these associations may reflect fundamental aspects of social-emotional development.

However, the moderation by measurement approaches (e.g., physiological vs. self-report) indicates the need for multi-method assessment to fully capture these complex constructs.

Future research should prioritize longitudinal and experimental designs to clarify causal and developmental processes.

Studies examining potential mediators (e.g., attention allocation, cognitive reappraisal) could further elucidate mechanisms linking ER to sympathy.

Additionally, research on clinical populations could reveal how these associations may differ in the context of psychopathology.

The study had many methodological strengths, including:

• Comprehensive literature search and coding
• Large combined sample size (N = 25,831)
• Inclusion of unpublished studies to mitigate publication bias
• Examination of multiple potential moderators
• Careful consideration of measurement issues (conflation, shared method/informant variance)
• Differentiation of empathy and sympathy
• Inclusion of both self-report and physiological measures of ER

Limitations

This study also has several methodological limitations, including:

• Cross-sectional nature of included studies limits causal inferences
• Reliance on self-report measures for many studies
• Limited number of studies for some moderator categories (e.g., non-Western samples)
• Exclusion of clinical populations limits generalizability
• Focus on affective aspects of ER and empathy may not capture full complexity of constructs
• Potential language bias due to inclusion of only English-language publications

These limitations suggest caution in generalizing results, particularly to clinical populations or non-Western cultures.

The cross-sectional data also prevent strong conclusions about developmental processes or causal relationships between ER and empathy/sympathy.

Implications

The results have significant implications for understanding social-emotional development and informing interventions:

• Differentiation of empathy and sympathy: Researchers and practitioners should carefully distinguish these constructs, as they appear to have different relationships with ER.
• Promotion of sympathy: Interventions aiming to increase sympathetic concern may benefit from incorporating ER training.
• Measurement approaches: Studies should use unconflated measures and multi-method assessment to accurately capture ER, empathy, and sympathy.
• Developmental considerations: While associations appear largely consistent across childhood and adolescence, early infancy may require distinct theoretical and measurement approaches.
• Cultural generalizability: The similar patterns across cultures suggest these may be fundamental aspects of social-emotional development, but more research in non-Western contexts is needed.
• Clinical applications: Understanding links between ER and sympathy could inform treatments for conditions characterized by empathy/sympathy deficits (e.g., conduct problems, autism spectrum disorders).

Variables that may influence the results include measurement approach, presence of psychopathology, and specific ER strategies assessed.

The findings underscore the complexity of social-emotional processes and the need for nuanced, developmentally-sensitive research and interventions.

Primary reference

Yavuz, H. M., Colasante, T., Galarneau, E., & Malti, T. (2024). Empathy, sympathy, and emotion regulation: A meta-analytic review.  Psychological Bulletin, 150 (1), 27–44.  https://doi.org/10.1037/bul0000426

Other references

Christensen, K. J., Padilla-Walker, L. M., Busby, D. M., Hardy, S. A., & Day, R. D. (2011). Relational and social-cognitive correlates of early adolescents’ forgiveness of parents.  Journal of adolescence ,  34 (5), 903-913. https://doi.org/10.1016/j.adolescence.2011.01.001

Eisenberg, N. (2000). Emotion, regulation, and moral development.  Annual review of psychology ,  51 (1), 665-697. https://doi.org/10.1146/annurev.psych.51.1.665

Jambon, M., Colasante, T., Peplak, J., & Malti, T. (2019). Anger, sympathy, and children’s reactive and proactive aggression: Testing a differential correlate hypothesis.  Journal of Abnormal Child Psychology ,  47 , 1013-1024. https://doi.org/10.1007/s10802-018-0498-3

Malti, T. (2021). Kindness: A perspective from developmental psychology.  European Journal of Developmental Psychology ,  18 (5), 629-657. https://doi.org/10.1080/17405629.2020.1837617

Keep Learning

• How might the distinction between empathy and sympathy inform interventions to promote prosocial behavior in children?
• What are potential explanations for why emotion regulation appears more strongly related to sympathy than empathy?
• How could future studies address the limitations of cross-sectional designs in examining links between emotion regulation and empathy/sympathy?
• What are the implications of these findings for understanding social-emotional development in clinical populations (e.g., autism spectrum disorders)?
• How might cultural factors influence the relationships between emotion regulation, empathy, and sympathy? How could future research better address cross-cultural variations?

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Sympathy vs. Empathy | Explained

• 3-minute read
• 1st September 2023

Are you sympathetic to someone’s feelings…or are you empathetic? Or do they mean the same thing? If you find sympathy vs. empathy confusing – don’t worry! We’re here to help.

While sympathy and empathy both relate to connection and understanding (and are sometimes even used interchangeably), they actually mean different things. In this post, we’ll explain the difference between sympathy and empathy , as well as how both relate to compassion .

The Definition of Sympathy

Sympathy is the act of recognizing and acknowledging another person’s feelings , even if you haven’t personally experienced them yourself. Essentially, being sympathetic means expressing care and concern for someone’s well-being (such as offering comfort during times of hardship), although you can’t directly relate to what that person is experiencing.

For example, it’s possible to be sympathetic toward, and console, a friend who has lost an important tennis match, even if you’ve never played sports yourself or were personally impacted by her loss.

Look at these examples:

The Definition of Empathy

Empathy is the ability to understand and share the feelings and perspectives of another person. It goes beyond sympathy (which requires acknowledging someone’s emotions) and involves actually feeling what the other person is feeling.

However, empathy is more than just relating to someone on an emotional level ( emotional empathy ): there is also a cognitive element.

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Cognitive empathy is the ability to understand someone else’s point of view and grasp their emotions without necessarily feeling them on a personal level. In other words, it allows you to mentally step into someone else’s shoes, see the situation from their perspective, and understand what they’re thinking and feeling.

Here’s how to use empathy in a sentence:

Sympathy vs. Empathy vs. Compassion

Compassion is related to both empathy and sympathy – it’s a genuine concern for the well-being of others, which is often accompanied by a desire to alleviate their suffering or difficulties. Compassion goes beyond acknowledging someone’s struggles and compels action. Here’s an example to illustrate:

To summarize sympathy vs. empathy . vs. compassion : Sympathy is acknowledging another’s emotions, empathy is understanding and sharing another’s feelings and perspectives, and compassion is a deep concern for others’ well-being, resulting in action to alleviate their difficulties or suffering.

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