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Table 4 Correlation coefficients for the exploratory factor analysis

From: Elementary teachers’ attitudes and beliefs about spatial thinking and mathematics

 Spatial anxietySpatial competencyOften teach mathYears teach mathTeach math anxietyNCTM alignmentMath efficacyMath course levelMath course spatialMath course spatial competency
M2.24/53.56/51.73/613.17/4828.99/583.10/42.96/42.83/53.60/53.14/5
SD0.69/50.61/51.69/610.28/4810.76/580.48/40.83/40.99/50.76/50.82/5
Spatial anxiety− .41
***
.20
ns
.00
ns
.47
***
− .40
***
−  .27
ns
− .26
ns
.09
ns
− .36
**
Spatial competency − .07
ns
.11
ns
− .19
ns
.11
ns
.39
***
.08
ns
− .12
ns
.25
ns
Often teach math  − .38
**
.37
**
− .27
ns
− .36
**
− .25
ns
− .15
ns
− .14
ns
Years teach math   − .28
ns
.27
ns
.23
ns
.23
ns
.09
ns
.13
ns
Teach math anxiety    − .55
***
− .52
***
− .24
ns
.00
ns
− .44
***
NCTM alignment     .23
ns
.43
***
− .05
ns
.31
*
Math efficacy      .23
ns
− .11
ns
.49
***
Math course Level       .31
*
.26
ns
Math course Spatial        .02
ns
Math course Spatial competency         
  1. Adjusted for multiple comparisons: ***p < .001; **p < .01; *p < .05; ns not significant
  2. NCTM National Council of Teachers of Mathematics standards