login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
Investigating Gender Differences in Students’ Motivational Beliefs and Inclusiveness of the Learning Environment in Introductory Physics Courses for Bioscience Majors
59%
:
How inclusiveness of learning environment predicts female and male students’ physics grades and motivational beliefs in introductory physics courses
54%
:
How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses
52%
:
How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses
51%
:
How learning environment predicts male and female students’ physics motivational beliefs in introductory physics courses
46%
:
Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
46%
:
Gender differences in students’ self-efficacy in introductory physics courses in which women outnumber men predict their grade
42%
:
Sex differences in physics learning and evaluations in an introductory course
41%
:
Improving Inclusiveness of Learning Environment in Introductory Physics and Content Understanding in Quantum Physics
40%
:
Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements
39%
:
Variations in students’ epistemological beliefs towards physics learning across majors, genders, and university tiers
39%
:
Motivational characteristics of underrepresented ethnic and racial minority students in introductory physics courses
39%
:
Introductory students’ attitudes and approaches to Physics problem solving: Major, achievement level and gender differences
38%
:
Gender differences in the use of an online homework system in an introductory physics course
38%
:
Investigation of male and female students’ motivational characteristics throughout an introductory physics course sequence
38%
:
Prior preparation and motivational characteristics mediate relations between gender and learning outcomes in introductory physics
37%
:
Unpacking Gender Differences in Students’ Perceived Experiences in Introductory Physics
35%
:
Student Learning In Upper-Level Thermal Physics: Comparisons And Contrasts With Students In Introductory Courses
35%
:
The Impacts of Instructor and Student Gender on Student Performance in Introductory Modeling Instruction Courses
35%
:
Learning goals and perceived irrelevance to major within life science majors in introductory physics