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| 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. Gefälligkeitsübersetzung: Diagnostische Fälle in der Lehramtsausbildung: Auswirkungen von Textmerkmalen und Empathie auf textbasierte kognitive Modelle. |
| Quelle | In: Educational psychology, 42 (2022) 6, S. 694-713Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0144-3410; 1469-5820 |
| DOI | 10.1080/01443410.2022.2047615 |
| Schlagwörter | Eigenschaft; Empathie; Lehrer; Referendar; Lernen; Lehrmethode; Unterrichtsmedien; Berufliche Kompetenz; Fallbericht |
| 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 no main effects of text characteristics, trait- and state-empathy, but 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. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2024/3 |
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