TY - JOUR

T1 - Diagnostic cases in pre-service teacher education

T2 - effects of text characteristics and empathy on text-based cognitive models

AU - Wedel, Alexander

AU - Mueller, Christin R.

AU - Greiner, Franziska

N1 - Publisher Copyright: © 2022 Informa UK Limited, trading as Taylor & Francis Group.

PY - 2022/7/3

Y1 - 2022/7/3

N2 - 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.

AB - 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.

KW - Teacher education

KW - diagnostic competence

KW - text comprehension

KW - cognitive modelling

KW - empathy

KW - Educational science

KW - Psychology

UR - http://www.scopus.com/inward/record.url?scp=85129168102&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/8494d4db-2df3-3a96-a10f-3ca688ca4b29/

U2 - 10.1080/01443410.2022.2047615

DO - 10.1080/01443410.2022.2047615

M3 - Journal articles

VL - 42

SP - 694

EP - 713

JO - Educational Psychology

JF - Educational Psychology

SN - 0144-3410

IS - 6

ER -