Prospective educators as consumers of empirical research: an authentic assessment approach to make their competencies visible

Empirical Research in Vocational Education and Training

Table 3 Regression coefficients (standardized and non-standardized) for the specified model

Adjusted R² = .770	b (non-std.)	Standard error	Beta (std.)	t value	p value
Constant	−1.779	.315		−5.643	.000
Cognitive process: comprehension	.451	.252	.251	1.791	.090
Cognitive process: analysis	.917	.349	.559	2.629	.017
Cognitive process: application	1.226	.379	.682	3.239	.005
Complexity: 2 elements	.125	.254	.069	.490	.630
Complexity: at least 3 elements	.625	.328	.412	1.907	.073
Familiarity: moderate learning opportunities	.382	.299	.199	1.276	.218
Familiarity: few learning opportunities	.309	.283	.189	1.092	.289

N = 26 (number of test items for both dimensions of CCER); reference categories for the three characteristics: cognitive process: retrieval, complexity: one element has to be processed, familiarity: many learning opportunities are provided