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How inclusiveness of learning environment predicts female and male students’ physics grades and motivational beliefs in introductory physics courses
written by Yangqiuting Li and Chandralekha Singh
In this study, we adapted a prior identity framework to investigate how students' perception of the inclusiveness of the learning environment (including sense of belonging, peer interaction and perceived recognition) in an introductory physics course predicts their course grades and physics motivational beliefs (including self-efficacy, interest and identity) at the end of this course. We found signatures of inequitable and non-inclusive learning environment in that female students' mean scores for sense of belonging, peer interaction and perceived recognition were all lower than male students' in the course. In addition, we found that female students had lower average course grades than male students. Using structural equation modeling, we found that students' perception of the inclusiveness of the learning environment predicts their self-efficacy, interest, identity and grades at the end of the course even after controlling for students' gender, motivational beliefs and grades in a previous course as well as their high school GPA and SAT math scores. In particular, students' perceived recognition, e.g., by instructors and teaching assistants, played a major role in predicting students' physics identity, and students' sense of belonging in physics played an important role in explaining the change in students' physics self-efficacy. Our findings can be helpful for creating an inclusive and equitable learning environment in which all students can excel.
Physics Education Research Conference 2022
Part of the PER Conference series
Grand Rapids, MI: July 13-14, 2022
Pages 285-291
Subjects Levels Resource Types
Education Foundations
- Achievement
- Societal Issues
= Cultural Issues
- Student Characteristics
= Affect
Education Practices
- Learning Environment
- Pedagogy
= Instructional Issues
- Lower Undergraduate
- Reference Material
= Research study
Intended Users Formats Ratings
- Researchers
- Educators
- application/pdf
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Mirror:
https://doi.org/10.1119/perc.2022…
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.2022.pr.Li
NSF Number:
1524575
Keyword:
PERC 2022
Record Creator:
Metadata instance created September 7, 2022 by Lyle Barbato
Record Updated:
September 14, 2022 by Lyle Barbato
Last Update
when Cataloged:
September 15, 2022
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Record Link
AIP Format
Y. Li and C. Singh, , presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16248&DocID=5617).
AJP/PRST-PER
Y. Li and C. Singh, How inclusiveness of learning environment predicts female and male students’ physics grades and motivational beliefs in introductory physics courses, presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16248&DocID=5617>.
APA Format
Li, Y., & Singh, C. (2022, July 13-14). How inclusiveness of learning environment predicts female and male students’ physics grades and motivational beliefs in introductory physics courses. Paper presented at Physics Education Research Conference 2022, Grand Rapids, MI. Retrieved May 23, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16248&DocID=5617
Chicago Format
Li, Yangqiuting, and Chandralekha Singh. "How inclusiveness of learning environment predicts female and male students’ physics grades and motivational beliefs in introductory physics courses." Paper presented at the Physics Education Research Conference 2022, Grand Rapids, MI, July 13-14, 2022. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16248&DocID=5617 (accessed 23 May 2024).
MLA Format
Li, Yangqiuting, and Chandralekha Singh. "How inclusiveness of learning environment predicts female and male students’ physics grades and motivational beliefs in introductory physics courses." Physics Education Research Conference 2022. Grand Rapids, MI: 2022. 285-291 of PER Conference. 23 May 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16248&DocID=5617>.
BibTeX Export Format
@inproceedings{ Author = "Yangqiuting Li and Chandralekha Singh", Title = {How inclusiveness of learning environment predicts female and male students’ physics grades and motivational beliefs in introductory physics courses}, BookTitle = {Physics Education Research Conference 2022}, Pages = {285-291}, Address = {Grand Rapids, MI}, Series = {PER Conference}, Month = {July 13-14}, Year = {2022} }
Refer Export Format

%A Yangqiuting Li %A Chandralekha Singh %T How inclusiveness of learning environment predicts female and male students' physics grades and motivational beliefs in introductory physics courses %S PER Conference %D July 13-14 2022 %P 285-291 %C Grand Rapids, MI %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16248&DocID=5617 %O Physics Education Research Conference 2022 %O July 13-14 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Li, Yangqiuting %A Singh, Chandralekha %D July 13-14 2022 %T How inclusiveness of learning environment predicts female and male students' physics grades and motivational beliefs in introductory physics courses %B Physics Education Research Conference 2022 %C Grand Rapids, MI %P 285-291 %S PER Conference %8 July 13-14 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16248&DocID=5617


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