Raw Data of Modeling Cognitive and Psychological Advancements in Mock Conferences Exploring the Roles of Simulation, Intervention, Competence, and Motivation

This aim of this study was to address this gap by examining the correlation between mock conference design, organization, and their effects on improving student interpreters' cognitive and psychological competences. Specifically, we investigated the roles of classroom simulation, teacher intervention, linguistic proficiency, and motivation in promoting cognitive and psychological development among student interpreters. Utilizing a mixed-methods approach, the analysis incorporated both quantitative and qualitative methodology. Quantitatively, Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze data from a survey of 115 student interpreters participating in mock conferences. Qualitatively, 56 reflective journals from the volunteered student interpreters were analyzed using thematic analysis to provide in-depth insights into the participants' experiences.