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Table 5 Means, standard deviation, and intercorrelations for acceptance of evolutionary theory (ACCEPTANCE measure), intention to teach both evolutionary theory and unscientific alternatives (INTENTION measure), as well as predictor variables from the cognitive (1), affective (2–5), and contextual domains (6–10)

From: Pre-service biology teachers’ acceptance of evolutionary theory and their preference for its teaching

Variable M SD 1 2 3 4 5 6 7 8 9 10
ACCEPTANCE 4.32 0.49 .37*** -.17* -.51*** .46*** .18* .07 .23** .23** .24** -.04
INTENTION 2.12 1.10 -.29*** .24*** .42*** -.24*** -.05 -.04 -.21** -.19* -.10 .08
Predictor variable            
1. CINS 0.70 0.18 .05 -.31*** .12 -.16* -.05 .14 .28*** .17* -.03
2. Religion 2.16 1.30   .52*** -.10 -.20** -.12 -.06 -.06 -.05 -.05
3. Creationism 1.32 0.56    -.24*** -.10 -.02 -.10 -.21** -.05 .04
4. Science 4.09 0.55     .26*** -.02 .10 .14 .10 -.01
5. Scientism 2.67 0.67      -.04 .11 -.08 .03 .14
6. Age 22.82 2.48       .13* -.05 .48*** .06
7. Gender        .14* -.02 -.01
8. Track         .18*** -.02
9. Semester 4.79 2.47          .12*
10. Parents          
  1. Note. CINS = understanding of evolution; Religion = attitude towards religion; Science = attitude towards science; Gender: male = 1, female = 0; Track = teacher education program: academic = 1, non-academic = 0; Parents = parents’ educational qualification: university degree = 1, polytechnic degree = 2, and vocational training = 3. N = 166 (Listwise deletion).
  2. * p < .05; ** p < .01; *** p < .001.