Perceived irrelevance and achievement goals: Two mindset variables within attitudinal experiences of life science majors in introductory physics

This paper is a follow-up to a previous study, in which students (predominately life science majors) were found to self-express achievement goals with regard to a prelab problem-solving exercise in an algebra-based introductory physics course. In this paper, the same sampled population was also aske...

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Autor principal:	Andrew J. Mason
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/6004ce0ffe7e4d9d9505649505eb8241
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spelling	oai:doaj.org-article:6004ce0ffe7e4d9d9505649505eb82412021-12-02T19:19:07ZPerceived irrelevance and achievement goals: Two mindset variables within attitudinal experiences of life science majors in introductory physics10.1103/PhysRevPhysEducRes.17.0201242469-9896https://doaj.org/article/6004ce0ffe7e4d9d9505649505eb82412021-09-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.020124http://doi.org/10.1103/PhysRevPhysEducRes.17.020124https://doaj.org/toc/2469-9896This paper is a follow-up to a previous study, in which students (predominately life science majors) were found to self-express achievement goals with regard to a prelab problem-solving exercise in an algebra-based introductory physics course. In this paper, the same sampled population was also asked in the same feedback survey to discuss what portion or portions of the course were relevant to their respective choices of major; in responding, students expressed another aspect of mindset, namely, perceived relevance of the course to their majors. We primarily investigate the difference between 50 students who perceived no relevance of introductory physics to their major and 168 students who perceived some form of relevance. The primary finding was that students who perceive relevance will experience more expertlike shifts than students who do not. In particular, the attitudinal survey’s item clusters that pertain to personal interest and real-world connections appear to show the strongest effect. Further examination showed that biology majors and health science majors (two distinctive subpopulations of life science majors) show similar pre-post trends for relevance vs irrelevance perceptions, whereas students with a performance achievement goal appeared to bifurcate between a novicelike shift for perceived irrelevance and no attitudinal shift from pre to post for perceived relevance.Andrew J. MasonAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 2, p 020124 (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 Andrew J. Mason Perceived irrelevance and achievement goals: Two mindset variables within attitudinal experiences of life science majors in introductory physics
description	This paper is a follow-up to a previous study, in which students (predominately life science majors) were found to self-express achievement goals with regard to a prelab problem-solving exercise in an algebra-based introductory physics course. In this paper, the same sampled population was also asked in the same feedback survey to discuss what portion or portions of the course were relevant to their respective choices of major; in responding, students expressed another aspect of mindset, namely, perceived relevance of the course to their majors. We primarily investigate the difference between 50 students who perceived no relevance of introductory physics to their major and 168 students who perceived some form of relevance. The primary finding was that students who perceive relevance will experience more expertlike shifts than students who do not. In particular, the attitudinal survey’s item clusters that pertain to personal interest and real-world connections appear to show the strongest effect. Further examination showed that biology majors and health science majors (two distinctive subpopulations of life science majors) show similar pre-post trends for relevance vs irrelevance perceptions, whereas students with a performance achievement goal appeared to bifurcate between a novicelike shift for perceived irrelevance and no attitudinal shift from pre to post for perceived relevance.
format	article
author	Andrew J. Mason
author_facet	Andrew J. Mason
author_sort	Andrew J. Mason
title	Perceived irrelevance and achievement goals: Two mindset variables within attitudinal experiences of life science majors in introductory physics
title_short	Perceived irrelevance and achievement goals: Two mindset variables within attitudinal experiences of life science majors in introductory physics
title_full	Perceived irrelevance and achievement goals: Two mindset variables within attitudinal experiences of life science majors in introductory physics
title_fullStr	Perceived irrelevance and achievement goals: Two mindset variables within attitudinal experiences of life science majors in introductory physics
title_full_unstemmed	Perceived irrelevance and achievement goals: Two mindset variables within attitudinal experiences of life science majors in introductory physics
title_sort	perceived irrelevance and achievement goals: two mindset variables within attitudinal experiences of life science majors in introductory physics
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/6004ce0ffe7e4d9d9505649505eb8241
work_keys_str_mv	AT andrewjmason perceivedirrelevanceandachievementgoalstwomindsetvariableswithinattitudinalexperiencesoflifesciencemajorsinintroductoryphysics
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Perceived irrelevance and achievement goals: Two mindset variables within attitudinal experiences of life science majors in introductory physics

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