Fig 1.
Diagram of the research model.
Table 1.
Socio-demographic characteristics of the participants by specialization.
Table 2.
Factor loadings from exploratory factor analysis for total sample (N = 600).
Table 3.
Descriptive statistics and corrected item-total correlations of the 14 items corresponding to Competencies, Usefulness, Enjoyment, and Attitude scales (N1 = 300 (IBL) and N2 = 300 (INT)).
Table 4.
Correlations between scores of the individual-level predictors (competencies, usefulness, and enjoyment) and effect (attitude).
Case study: IBL (N1 = 300)/INT (N2 = 300).
Table 5.
CFA factor loadings, t statistics and significance level for IBL and INT teaching strategies.
Table 6.
Reliability and validity for IBL and INT teaching strategies.
Table 7.
Discriminant validity for IBL (a) and INT (b) teaching strategies.
Fig 2.
Attitude Structural Equation Model for IBL (a) and INT (b).
Table 8.
Specific direct effects and the effects size evaluation of the exogenous latent variables on the endogenous variable in their direct relationships for the total sample (a), IBL (b) and INT (c) teaching practices.
Table 9.
Specific indirect effects for the total sample (a), IBL (b) and INT (c) teaching practices.
Table 10.
PLS-MGA results.