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How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses
written by Sonja Cwik, Kyle M. Whitcomb, and Chandralekha Singh
Societal stereotypes and biases pertaining to who belongs in physics and who can excel in physics can impact motivational beliefs, e.g., of women and racial and ethnic minority students in physics courses. This study investigates how the learning environment predicts male and female students' motivational beliefs including physics self-efficacy, interest, and identity at the end of year long (spanning two-semester) algebra-based introductory physics courses. These were courses at a large university in the US taken primarily by biological science majors many of whom are interested in health professions. Although women are not underrepresented in these physics courses, societal stereotypes and biases internalized by female students over their lifetime can still impact their motivational beliefs about physics. Our findings show gender gap in motivational beliefs favoring men. These findings can be useful to provide support and create an equitable and inclusive learning environment to help all students excel in these courses.
Physics Education Research Conference 2020
Part of the PER Conference series
Virtual Conference: July 22-23, 2020
Pages 104-110
Subjects Levels Resource Types
Education - Applied Research
- Classroom Management
- Learning Environment
- Pedagogy
= Instructional Issues
Education - Basic Research
- Sample Population
= Gender
- Societal Issues
= Cultural Issues
= Gender Issues
- Student Characteristics
= Affect
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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Format:
application/pdf
Mirror:
https://doi.org/10.1119/perc.2020…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2020.pr.Cwik
NSF Number:
152457
Keyword:
PERC 2020
Record Creator:
Metadata instance created August 27, 2020 by Lyle Barbato
Record Updated:
September 28, 2020 by Bruce Mason
Last Update
when Cataloged:
September 1, 2020
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Record Link
AIP Format
S. Cwik, 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=15467&DocID=5315).
AJP/PRST-PER
S. Cwik, K. Whitcomb, and C. Singh, How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses, presented at the Physics Education Research Conference 2020, Virtual Conference, 2020, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15467&DocID=5315>.
APA Format
Cwik, S., Whitcomb, K., & Singh, C. (2020, July 22-23). How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses. Paper presented at Physics Education Research Conference 2020, Virtual Conference. Retrieved October 27, 2020, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15467&DocID=5315
Chicago Format
Cwik, S, K. Whitcomb, and C. Singh. "How the learning environment predicts male and female students’ motivational beliefs in algebra-based 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=15467&DocID=5315 (accessed 27 October 2020).
MLA Format
Cwik, Sonja, Kyle M. Whitcomb, and Chandralekha Singh. "How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses." Physics Education Research Conference 2020. Virtual Conference: 2020. 104-110 of PER Conference. 27 Oct. 2020 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15467&DocID=5315>.
BibTeX Export Format
@inproceedings{ Author = "Sonja Cwik and Kyle M. Whitcomb and Chandralekha Singh", Title = {How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses}, BookTitle = {Physics Education Research Conference 2020}, Pages = {104-110}, Address = {Virtual Conference}, Series = {PER Conference}, Month = {July 22-23}, Year = {2020} }
Refer Export Format

%A Sonja Cwik
%A Kyle M. Whitcomb
%A Chandralekha Singh
%T How the learning environment predicts male and female students' motivational beliefs in algebra-based introductory physics courses
%S PER Conference
%D July 22-23 2020
%P 104-110
%C Virtual Conference
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15467&DocID=5315
%O Physics Education Research Conference 2020
%O July 22-23
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Cwik, Sonja
%A Whitcomb, Kyle M.
%A Singh, Chandralekha
%D July 22-23 2020
%T How the learning environment predicts male and female students' motivational beliefs in algebra-based introductory physics courses
%B Physics Education Research Conference 2020
%C Virtual Conference
%P 104-110
%S PER Conference
%8 July 22-23
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15467&DocID=5315


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