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This study examines how student characteristics and item aspects affect empathy abilities in secondary school pupils. A total of 1246 students from seven Turkish cities participated in the study. Data was collected using two booklets, with a specific focus on empathy. The study utilized polytomous explanatory IRT models (EIRMs) to examine the impact of these characteristics on empathy. The results indicated that students find it easier to show agreement on empathy-related scenarios when presented with situational judgment items rather than traditional Likert-type questions. Additionally, highly active students in classroom and extracurricular activities find it harder to express strong agreement with empathy items compared to expressing disagreement. These findings highlight the need of customizing empathy assessments taking into account contextual elements.