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Materials Similar to Gendered motivations and aspirations of university physics students in Finland

• 45%: The Ways University Physics Students Conceive of the Nature of Science
• 45%: How Perception of Being Recognized or Not Recognized by Instructors as a “Physics Person” Impacts Male and Female Students’ Self-Efficacy and Performance
• 43%: Self-Efficacy of First Year University Physics Students: Do Gender and Prior Formal Instruction in Physics Matter?
• 43%: University physics students’ motivations and experiences in informal physics programs
• 42%: On being a physics major: student perceptions of physics difficulties, rewards, and motivations
• 41%: Educational debts incurred by racism and sexism in students’ beliefs about physics
• 41%: Analysis of student perceptions of classroom structure, belongingness, and motivation in an introductory physics course
• 41%: German university students’ views of nature of science in the introductory phase
• 40%: From Fear to Self-Expression: The Contextual Nature of Physics Students’ Motivations
• 39%: Teacher communication activities relevant to student motivation: Classroom facework and instructional communication competence
• 38%: Restructuring physics labs to cultivate sense of student agency
• 38%: Choosing physics within a gendered power structure: The academic career in physics as a “deal”
• 38%: Investigating underrepresented students’ choice of a physics major
• 37%: Teaching about Inequity: Shifts in Student Views about Diversity in Physics
• 37%: Impact of traditional or evidence-based active-engagement instruction on introductory female and male students’ attitudes and approaches to physics problem solving
• 37%: Impact of an active learning physics workshop on secondary school students’ self-efficacy and ability
• 37%: Student views of what counts as doing physics in the lab
• 36%: Is agreeing with a gender stereotype correlated with the performance of female students in introductory physics?
• 36%: Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class