Cognitive and Motivational Person Characteristics as Predictors of Diagnostic Performance: Combined Effects on Pre-Service Teachers’ Diagnostic Task Selection and Accuracy

Abstract The acquisition of diagnostic competences is an essential goal teacher education. Thus, evidence on how learning environments facilitate pre-service teachers’ corresponding important. In education, approximations practice (such as simulations) are discussed being that can support learners in activating acquired knowledge authentic situations. Simulated interviews recommended to foster competences. conceptualization highlights the importance cognitive and motivational characteristics. Motivational theories predict activation situations may be influenced by characteristics such individual interest. Although constitute increasing research focus, interact when shaping process accuracy remains open question. To address this question, we report data from 126 simulated one-on-one conducted 63 secondary school mathematics teachers (students assistants), studying combined effects interest professional accuracy. addition main effect content knowledge, interaction indicate participants’ plays role a “door-opener” for during simulation-based learning. results highlight both, This implies should designed arouse their or less interested relevant knowledge.