Do science teachers’ believes related to inquiry-based teaching affect students’ science process skills? Evidence from a multilevel model analysis

Disciplinary and Interdisciplinary Science Education Research

Table 5 Results of cross-level moderating effects on different dimensions of creative tendency

	Model 4		Model 5		Model 6		Model 7		Model 8
	Estimate	S.E.	Estimate	S.E.	Estimate	S.E.	Estimate	S.E.	Estimate	S.E.
Intercept	3.64^***	0.33	3.90^***	0.59	4.01^***	0.36	4.17^***	0.45	3.92^***	0.48
Gender	0.11^**	0.04	0.07	0.04	0.10^**	0.03	0.06	0.04	0.08^*	0.03
Age	0.01	0.02	-0.01	0.04	-0.01	0.03	-0.02	0.03	-0.01	0.03
Self-confidence	-0.20^***	0.04
Exploration			0.26^***	0.05
Curiosity					0.40^***	0.02
Willpower							0.32^***	0.07
Challenge									0.04	0.06
Self-efficacy	-0.05	0.07	-0.05	0.07	-0.05	0.07	-0.05	0.07	-0.05	0.07
Self-confidence × Self-efficacy	0.05	0.03
Curiosity × Self-efficacy			0.08^***	0.01
Exploration × Self-efficacy					0.09^***	0.01
Curiosity × Outcome expectancy							0.08^***	0.03
Exploration × Outcome expectancy									0.09^***	0.04