TABLE 2.

OLS regression of college teaching self-efficacy on TD program type^a

	Course planning (b/se)b	Teaching methods (b/se)	Creating learning environment (b/se)	Assessing student learning (b/se)	Interacting with students (b/se)	Mastering subject knowledge (b/se)
Variable	M1c	M2	M3	M4	M5	M6
A. TD type only
TD type (reference: ­nonparticipants)d
Nonintensive	0.048	0.068	0.062	0.094	0.057	0.144
	(0.086)	(0.088)	(0.092)	(0.089)	(0.093)	(0.094)
Intensive	0.116	0.248	0.125	0.116	−0.006	0.189
	(0.098)	(0.101)	(0.105)	(0.102)	(0.107)	(0.107)
Formal course	0.317***	0.367***	0.099	0.182	0.078	0.151
	(0.085)	(0.088)	(0.092)	(0.089)	(0.093)	(0.094)
N	1261	1262	1260	1253	1253	1243
Adjusted R2	0.241	0.201	0.105	0.158	0.110	0.095
B. TD type and engagement
TD engagement (10 hours)
Low (< 10 hours)	0.027***	0.026***	0.016*	0.024***	0.018*	0.010
	(0.007)	(0.007)	(0.007)	(0.007)	(0.007)	(0.007)
TD type (reference: nonparticipant)d
Nonintensive	−0.010	0.014	0.032	0.049	0.024	0.132
	(0.087)	(0.089)	(0.094)	(0.091)	(0.095)	(0.095)
Intensive	0.012	0.149	0.075	0.031	−0.070	0.162
	(0.101)	(0.104)	(0.110)	(0.106)	(0.111)	(0.112)
Formal course	0.077	0.139	−0.031	−0.026	−0.074	0.073
	(0.103)	(0.106)	(0.111)	(0.107)	(0.112)	(0.113)
N	1273	1274	1272	1265	1265	1256
Adjusted R2	0.234	0.197	0.103	0.152	0.109	0.093

^aCovariates included in the analysis but not reported in this table include citizenship, year doctoral studies began, primary career goal at start of doctoral studies, interest in teaching at start of doctoral studies, institution, principal field of study, interest in becoming a faculty member, required TD, and completed doctorate.

^bb/se = y-standardized regression coefficient/standard error.

^cM1 = Model 1, M2 = Model 2, etc.

^dBonferroni corrected p values were applied. Complete results are presented in Supplemental Tables 3 and 4.

*p < 0.05.

*** p < 0.001.