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How learning environment predicts male and female students’ physics motivational beliefs in introductory physics courses
written by
Yangqiuting Li, Kyle M. Whitcomb, and Chandralekha Singh
In this study, we adapt prior identity framework to investigate the effect of learning environment (including perceived recognition, peer interaction and sense of belonging) on students' physics self-efficacy, interest and identity by controlling for their self-efficacy and interest at the beginning of a calculus-based introductory physics course. We surveyed 1203 students, 35% of whom were women. We found that female students' physics self-efficacy and interest were lower than male students' at the beginning of the course, and the gender gaps in these motivational constructs became even larger by the end of the course. Analysis revealed that the decrease in students' physics self-efficacy and interest were mediated by the learning environment and ultimately affected students' physics identity. Our model shows that perceived recognition played a major role in explaining students' physics identity, and students' sense of belonging in physics played an important role in explaining the change in students' physics self-efficacy.
Physics Education Research Conference 2020
Part of the PER Conference series Virtual Conference: July 22-23, 2020 Pages 284-290
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Record Link
<a href="https://www.compadre.org/portal/items/detail.cfm?ID=15497">Li, Y, K. Whitcomb, and C. Singh. "How learning environment predicts male and female students’ physics motivational beliefs in introductory physics courses." Paper presented at the Physics Education Research Conference 2020, Virtual Conference, July 22-23, 2020.</a>
AIP Format
Y. Li, K. Whitcomb, and C. Singh, , presented at the Physics Education Research Conference 2020, Virtual Conference, 2020, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15497&DocID=5345).
AJP/PRST-PER
Y. Li, K. Whitcomb, and C. Singh, How learning environment predicts male and female students’ physics motivational beliefs in introductory physics courses, presented at the Physics Education Research Conference 2020, Virtual Conference, 2020, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15497&DocID=5345>.
APA Format
Li, Y., Whitcomb, K., & Singh, C. (2020, July 22-23). How learning environment predicts male and female students’ physics motivational beliefs in introductory physics courses. Paper presented at Physics Education Research Conference 2020, Virtual Conference. Retrieved April 26, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15497&DocID=5345
Chicago Format
Li, Y, K. Whitcomb, and C. Singh. "How learning environment predicts male and female students’ physics motivational beliefs in introductory physics courses." Paper presented at the Physics Education Research Conference 2020, Virtual Conference, July 22-23, 2020. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15497&DocID=5345 (accessed 26 April 2024).
MLA Format
Li, Yangqiuting, Kyle M. Whitcomb, and Chandralekha Singh. "How learning environment predicts male and female students’ physics motivational beliefs in introductory physics courses." Physics Education Research Conference 2020. Virtual Conference: 2020. 284-290 of PER Conference. 26 Apr. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15497&DocID=5345>.
BibTeX Export Format
@inproceedings{
Author = "Yangqiuting Li and Kyle M. Whitcomb and Chandralekha Singh",
Title = {How learning environment predicts male and female students’ physics motivational beliefs in introductory physics courses},
BookTitle = {Physics Education Research Conference 2020},
Pages = {284-290},
Address = {Virtual Conference},
Series = {PER Conference},
Month = {July 22-23},
Year = {2020}
}
Refer Export Format
%A Yangqiuting Li %A Kyle M. Whitcomb %A Chandralekha Singh %T How learning environment predicts male and female students' physics motivational beliefs in introductory physics courses %S PER Conference %D July 22-23 2020 %P 284-290 %C Virtual Conference %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15497&DocID=5345 %O Physics Education Research Conference 2020 %O July 22-23 %O application/pdf
EndNote Export Format
%0 Conference Proceedings %A Li, Yangqiuting %A Whitcomb, Kyle M. %A Singh, Chandralekha %D July 22-23 2020 %T How learning environment predicts male and female students' physics motivational beliefs in introductory physics courses %B Physics Education Research Conference 2020 %C Virtual Conference %P 284-290 %S PER Conference %8 July 22-23 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15497&DocID=5345 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. How learning environment predicts male and female students’ physics motivational beliefs in introductory physics courses:Know of another related resource? Login to relate this resource to it. |
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