Formation of diagnostic thinking in future teacher-psychologists: the role of the gnostic component of psychodiagnostics

Relevance. Professional training of teacher-psychologists requires not only theoretical knowledge in psychodiagnostics, but also the development of diagnostic thinking as a key condition for successful practice. The gnostic component of psychodiagnostics characterises the procedural side of psychological diagnosis formulation. The question of how knowledge of this component is associated with diagnostic task performance among future teacher-psychologists has not been sufficiently studied.

Purpose. To examine the influence of gnostic component knowledge on psychodiagnostic problem-solving success and, consequently, on the formation of diagnostic thinking in future teacher-psychologists.

Materials and methods. The study employed the "PsyCase" automated computer system. The sample comprised 80 students of the "Psychological and Pedagogical Education" programme (control group n = 40, experimental group n = 40). At the baseline stage, both groups solved tasks No. 1–2. The experimental group received thematic lectures on the gnostic component; the control group received no instruction. Both groups then solved tasks No. 3–11, followed by a control measurement on task No. 12 three weeks later. Statistical analysis used the Mann–Whitney U test and the Wilcoxon signed-rank test.

Results. No significant differences were found at baseline (p > 0.05). At the formative stage, the experimental group showed significantly shorter hypothesis formulation time (p = 0.003), conclusion time (p = 0.005), total task completion time (p = 0.002), and fewer diagnostic methods applied (p = 0.003), with equal accuracy across groups (p = 1.00). The Wilcoxon test confirmed significant within-group reductions in all time and quantitative indicators in the experimental group. At the control stage, between-group differences were maintained and increased.

Conclusions. Targeted study of the gnostic component of psychodiagnostics is associated with the formation of more structured, economical, and efficient diagnostic thinking, without reducing the accuracy of diagnostic conclusions.

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