Table 1.

Descriptive statistics and bivariate correlations

	Descriptive statistics					Bivariate correlations
	N	M	SD	Skew	Range	1	2	3	4	5	6	7	8	9
Faculty achievement goals (T1)
1 Learning approach	80	6.92	1.16	−1.95	1–8
2 Performance (appearance) approach	80	6.04	1.40	−1.09	1–8	.38
3 Performance (appearance) avoidance	78	6.37	1.71	−1.11	1–8	.36	.71
4 Work avoidance	78	3.00	1.89	0.79	1–8	−.20	.24	−.04
Faculty attitudes regarding the change to digital teaching (T2)
5 Perceived threat	36	2.51	1.36	2.11	1–8	.16	.38	.39	.28
6 Perceived positive challenge	36	5.28	1.27	−0.06	2.3–8	.45	.35	.23	.16	.17
7 Perceived usefulness	36	5.18	1.71	−0.58	1–8	.49	.20	.14	.09	.15	.78
Faculty experiences and student evaluations of teaching quality
8 Burnout levels (T2)	77	2.62	0.66	0.53	1.3–4.7	−.31	.04	−.03	.34	.55	−.06	−.06
9 Student evaluations of teaching quality (T3)	40	2.86	0.24	−0.61	2.3–3.3	.07	−.05	−.08	−.01	−.17	−.37	−.26	−.27
Demographic variables (T1)
Gender (1 = female, 0 = male)	79	0.42			0; 1	.06	−.07	−.01	−.25	.06	.02	.07	−.22	.13
Age (in years)	80	38.28	10.01	0.98	24–65	−.08	−.11	−.04	−.17	−.15	.06	.03	−.11	−.07
Teaching experience (in years)	80	9.86	8.05	1.12	1–36	−.18	−.08	−.09	−.13	−.07	−.08	−.07	−.04	−.06
PhD (1 = yes, 0 = no)	80	0.65			0; 1	−.22	−.13	−.09	−.26	−.17	−.08	−.10	−.04	.04
Full professor (1 = yes, 0 = no)	80	0.10			0; 1	−.47	−.29	−.22	−.04	−.32	−.35	−.19	.14	−.31

Note. N = 80 faculty members. Theoretical range tor achievement goals 1–8, attitudes 1–8, burnout/engagement 1–7, student evaluations of teaching quality 1–4. Student evaluations of teaching quality are the shared student assessments with regard to their learning (based on prior two-level analyses). Statistically significant correlations are boldfaced (two-tailed, p < .05).