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Table 9 Regression analyses examining if teachers’ spatial skills and spatial anxiety predict their use of spatial pedagogical practices during remote instruction

From: What makes online teaching spatial? Examining the connections between K-12 teachers’ spatial skills, affect, and their use of spatial pedagogy during remote instruction

 

Model 7

Model 8

 

b(SE)

B

p

b(SE)

B

p

Intercept

30.13(8.79)

 

< 0.001

32.17(8.65)

 

 < 0.001

MRT

− 0.31(0.21)

− 0.20

0.15

− 0.46(0.21)

− 0.30

0.03

Gender

3.71(2.78)

0.19

0.19

6.28(2.77)

0.31

0.03

Teacher credential

0.99(2.64)

0.05

0.71

2.38(2.58)

0.13

0.36

Matrix

− 0.55(0.53)

− 0.16

0.30

− 1.04(0.54)

− 0.31

0.06

TAI

0.21(0.18)

0.18

0.24

0.09(0.18)

0.08

0.62

SAS

 − 0.08(0.07)

 − 0.16

0.29

   

Mental manipulation

   

 − 0.68(0.25)

− 0.59

0.01

Imagery

   

0.28(0.17)

0.24

0.11

Navigation

   

0.13(0.23)

0.10

0.58

R2

0.17

0.29

  1. B are standardized betas. Numbers in parentheses are standard errors. “Matrix” denotes the ICAR Matrix Reasoning assessment. “TAI” denotes Trait Anxiety Inventory. “SAS” denotes the Spatial Anxiety Scale. “Mental Manipulation,” “Imagery,” and “Navigation” are all subscales of the Spatial Anxiety Scale. The outcome variable for Models 7 and 8 is teachers’ score on the Teaching Activities Questionnaire-Revised (TAQ-R). Significant input variables at the p < 0.05 level have been indicated in bold font