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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
Subjects Levels Resource Types
Education - Applied Research
- Learning Environment
Education - Basic Research
- Cognition
= Cognition Development
- Sample Population
= Gender
- 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.Li
NSF Number:
1524575
Keyword:
PERC 2020
Record Creator:
Metadata instance created August 27, 2020 by Lyle Barbato
Record Updated:
September 1, 2020 by Lyle Barbato
Last Update
when Cataloged:
September 1, 2020
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Record Link
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 October 27, 2020, 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 27 October 2020).
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. 27 Oct. 2020 <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


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