TABLE 4.

Multiple linear regression models testing each set of variables with reported implementation of EBT as the dependent variable^a

	Model 1	Model 2	Model 3	Model 4	Model 5
Variable	Motivation variables	Supports and barriers variables	All variables	Adjusted supports and barriers variables	All variables with adjusted supports and barriers
	β	β	β	β	β
Growth mindset	0.13*		n.s.		0.10*
Confidence	0.12***		n.s.		0.09*
Teaching anxiety	−0.10*		n.s.		n.s.
Teaching value	n.s.		−0.11*		n.s.
Research value	n.s.		n.s		n.s.
Perceived supports		0.51***	0.51**	0.36***	0.35***
Perceived barriers		n.s.	n.s.	n.s.	n.s.
Adjusted R2	4%	26%	27%	26%	13%

^aIn model 5, the perceived barriers (without personal and student items) variable was trending toward significance at a p value of 0.08. Years teaching, gender, and minority status were included in each model. These results are not shown, as they were consistently not significantly related with implementation, with one exception: The number of years faculty taught was related to slightly more reported use of EBT practices (β = 0.08, p = 0.053).

*p ≤ 0.05.

**p ≤ 0.01.

***p ≤ 0.001.