imagining how things look from their perspective.” Internal consistency for the empathic concern score was good, α = .74. Perceived similarity. The Perceived Similarity Scale (PSS) (Zellhmer-Bruhn, Maloney, Bhappu, & Salvador, 2008) is an 8-item measure of perceived similarity (Appendix B). The items were rated on a 7-point scale from 1 (Disagree Strongly) to 7 (Agree Strongly). For the proposed study, “students” were substituted for “co-workers” in each item. An example of a typical item from the scale included, “My students and I share similar ethnic backgrounds.” The Cronbach’s alpha for faculty’s perceived similarity to their students was good, α = .74. Self-efficacy. The Generalized Self-Efficacy Scale (GSE) (Schwarzer & Jerusalem, 1995) is a 10-item unidimensional measure of perceived self-efficacy (Appendix C). The items were rated on a 4-point scale of 1 (Not True) to 4 (Exactly True). For the proposed study, “students” were added to the items to make the scale specific to the student-professor context. An example of an item from the GSE is, “I can always manage to solve difficult problems with students if I try hard enough.” Internal consistency for the self-efficacy score was good, α = .84. Prosocial tendencies. The Prosocial Tendencies Measure (PTM) (Carlo & Randall, 2002) is a 23-item measure which assesses 6 types of prosocial behavior, including: public, anonymous, dire, emotional, altruistic, and compliant (Appendix D). For the purpose of this study, public and anonymous items were eliminated. The 10 items used were rated on a 5-point scale from 1 (Does Not Describe Me At All) to 5 (Describes Me Greatly). Also, for the purpose of the proposed study, “students” was substituted for “people.” An example of an item from this prosocial scale includes, “When students ask me to help them, I don’t hesitate.” Internal consistency for the prosocial tendencies score was good, α = .85.
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