login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses
72%
:
How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses
58%
:
How learning environment predicts male and female students’ physics motivational beliefs in introductory physics courses
56%
:
Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
44%
:
Investigation of male and female students’ motivational characteristics throughout an introductory physics course sequence
41%
:
Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements
39%
:
How Perception of Being Recognized or Not Recognized by Instructors as a “Physics Person” Impacts Male and Female Students’ Self-Efficacy and Performance
36%
:
Teaching strategies predict instructors’ perceptions of their effectiveness in engaging students in introductory physics for life sciences courses
35%
:
Exploring Student Learning Profiles in Algebra-based Studio Physics: A Person-Centered Approach
34%
:
Motivational characteristics of underrepresented ethnic and racial minority students in introductory physics courses
33%
:
Prior preparation and motivational characteristics mediate relations between gender and learning outcomes in introductory physics
33%
:
How is perception of being recognized by others as someone good at physics related to female and male students’ physics identities?
31%
:
Student Learning In Upper-Level Thermal Physics: Comparisons And Contrasts With Students In Introductory Courses
31%
:
Analysis of student perceptions of classroom structure, belongingness, and motivation in an introductory physics course
31%
:
Student Perceptions of an Introductory Laboratory Course
31%
:
Student experiences in traditional and active learning classrooms in introductory physics courses
30%
:
Comparison of student expectations in introductory calculus-based physics courses
30%
:
Student Epistemologies in Project-based Learning Courses
29%
:
Sex differences in physics learning and evaluations in an introductory course
29%
:
Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class