Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses

Students’ motivational beliefs about physics can influence their learning outcomes as well as retention in their majors and career choices. Moreover, due to societal stereotypes and biases about who belongs in physics and can succeed in physics, women often have lower motivational beliefs about phys...

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Autores principales:	Yangqiuting Li, Chandralekha Singh
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/4dec7a8c435c4f88b13325eb78da71f4
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spelling	oai:doaj.org-article:4dec7a8c435c4f88b13325eb78da71f42021-12-02T17:41:45ZEffect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses10.1103/PhysRevPhysEducRes.17.0101432469-9896https://doaj.org/article/4dec7a8c435c4f88b13325eb78da71f42021-06-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.010143http://doi.org/10.1103/PhysRevPhysEducRes.17.010143https://doaj.org/toc/2469-9896Students’ motivational beliefs about physics can influence their learning outcomes as well as retention in their majors and career choices. Moreover, due to societal stereotypes and biases about who belongs in physics and can succeed in physics, women often have lower motivational beliefs about physics than men. The expectancy-value theory emphasizes the importance of self-efficacy and value in predicting students’ short- and long-term academic and professional outcomes, but there are few studies focusing on how the learning environment shapes these motivational beliefs of women and men. Investigating how the perception of learning environment in introductory physics courses for the engineering, physical science, and mathematics majors in their first year of college predicts the motivational beliefs of women and men can be useful in making the learning environments equitable and inclusive so that the underrepresented students, e.g., women, are not disadvantaged. In this study, we adapt prior identity framework to investigate how the learning environment (including sense of belonging, perceived peer interaction, and perceived recognition) predicts 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 identified as women. We found signatures of inequitable and noninclusive learning environment in that not only were female students’ physics self-efficacy and interest lower than male students’ at the beginning of the course, but 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 predicted students’ physics identity. We find that the perceived recognition 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.Yangqiuting LiChandralekha SinghAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 1, p 010143 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Yangqiuting Li Chandralekha Singh Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
description	Students’ motivational beliefs about physics can influence their learning outcomes as well as retention in their majors and career choices. Moreover, due to societal stereotypes and biases about who belongs in physics and can succeed in physics, women often have lower motivational beliefs about physics than men. The expectancy-value theory emphasizes the importance of self-efficacy and value in predicting students’ short- and long-term academic and professional outcomes, but there are few studies focusing on how the learning environment shapes these motivational beliefs of women and men. Investigating how the perception of learning environment in introductory physics courses for the engineering, physical science, and mathematics majors in their first year of college predicts the motivational beliefs of women and men can be useful in making the learning environments equitable and inclusive so that the underrepresented students, e.g., women, are not disadvantaged. In this study, we adapt prior identity framework to investigate how the learning environment (including sense of belonging, perceived peer interaction, and perceived recognition) predicts 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 identified as women. We found signatures of inequitable and noninclusive learning environment in that not only were female students’ physics self-efficacy and interest lower than male students’ at the beginning of the course, but 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 predicted students’ physics identity. We find that the perceived recognition 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.
format	article
author	Yangqiuting Li Chandralekha Singh
author_facet	Yangqiuting Li Chandralekha Singh
author_sort	Yangqiuting Li
title	Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
title_short	Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
title_full	Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
title_fullStr	Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
title_full_unstemmed	Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
title_sort	effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/4dec7a8c435c4f88b13325eb78da71f4
work_keys_str_mv	AT yangqiutingli effectofgenderselfefficacyandinterestonperceptionofthelearningenvironmentandoutcomesincalculusbasedintroductoryphysicscourses AT chandralekhasingh effectofgenderselfefficacyandinterestonperceptionofthelearningenvironmentandoutcomesincalculusbasedintroductoryphysicscourses
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Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses

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