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International Journal of STEM Education
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Table 10 Correlations between implementation of EBIPs, perceived barriers to implementation, and professional identity

From: The STEM Faculty Instructional Barriers and Identity Survey (FIBIS): development and exploratory results

  1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
1. Low EPIB x              
2. Mod EPIB .293* x             
3. High EBIP .195 .219 x            
4. % Dissatisfied − .060 − .164 − .004 x           
5. Student Bar. − .193 .064 − .021 .307* x          
6. Dept. Bar. − .034 − .013 .032 .170 .092 x         
7. Beliefs Bar. − .220 − .267* − .012 .341** .358** .308** x        
8. Supports Bar. − .129 − .050 − .031 .161 .124 .804** .322** x       
9. Prior Exp. Bar. − .075 .015 .012 .340** .264* .120 .193 .217 x      
10. Work Identity .067 − .052 .041 .006 .004 − .373** .052 − .346** − .029 x     
11. Self-Teaching .378** .157 .202 − .152 − .057 − .110 − .238* − .165 − .040 .300* x    
12. Self-Research − .060 − .135 − .106 − .008 .018 − .117 .014 − .159 .068 .502** .044 x   
13. Skill-Teaching .404** .235 .120 .001 .076 − .084 − .166 − .207 .009 .187 .754* .004 x  
14. Skill-Research .023 − .164 − .154 − .040 .009 − .189 .025 − .258* .005 .497** .107 .903** .068 x
  1. * Significant, p < .05, ** significant, p < .01. Significant correlations are italicized
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