Diagnostic cases in pre-service teacher education: effects of text characteristics and empathy on text-based cognitive models
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In: Educational Psychology, Vol. 42, No. 6, 03.07.2022, p. 694-713.
Research output: Journal contributions › Journal articles › Research › peer-review
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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 -