Affective and Cognitive Empathy in Pre-teachers With Strong or Weak Professional Identity: An ERP Study.

effect of the amplitude and stimulus type was not significant ( F (1,22) = 0.84, p = 0.54); the interaction effect of the amplitude and stimulus type and professional identity was not significant ( F (1,22) = 0.76, p = 0.59); and the interaction effect of stimulus type and professional identity was marginally significant ( F (1,22) = 3.94, p = 0.06, η p 2 = 0.15).

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However, participants are a second-semester sophomore in present study, who are mainly in the learning stage of theoretical knowledge and skills of education and teaching, and have a low degree of real involvement in education and teaching and contact with students, which may be the potential causes of the marginal significance.

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