Diagnostic Cases in Pre-Service Teacher Education: Effects of Text Characteristics and Empathy on Text-Based Cognitive Models

Autor/inn/en	Wedel, Alexander; Müller, Christin R.; Greiner, Franziska
Titel	Diagnostic Cases in Pre-Service Teacher Education: Effects of Text Characteristics and Empathy on Text-Based Cognitive Models
Quelle	In: Educational Psychology, 42 (2022) 6, S.694-713 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wedel, Alexander) ORCID (Müller, Christin R.) ORCID (Greiner, Franziska)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2022.2047615
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Reader Text Relationship; Cognitive Processes; Empathy; Competence; Foreign Countries; Models; Germany + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Cognitive process; Kognitiver Prozess; Empathie; Kompetenz; Ausland; Analogiemodell; Deutschland
Abstract	In teacher education, case-based learning with text-based cases is an efficient method to foster pre-service teachers' diagnostic competence. To adaptively utilize text-based cases, knowledge about effects of text characteristics and empathy on processing text-based diagnostic information is needed, but still scarce. Our study focuses on effects of two text characteristics, text style and text subject, and of empathy on the accuracy of case-based cognitive models. We examined this experimentally. 391 pre-service teachers read a case in psycho-narrative or externally focalised style (text style) about test anxiety or dyscalculia (text subject). We measured self-reported state- and trait-empathy and assessed cognitive models with a recognition and verification test. Regression analyses showed a main effect of text-style but not of text-subject, trait- and state-empathy, and moderation effects of text style and affective (but not cognitive) state-empathy. We draw implications for adaptively designing text-based cases and possible mechanisms of how empathy is involved in diagnostic judgement formation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01