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Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements
written by Z. Yasemin Kalender, Emily Marshman, Christian D. Schunn, Timothy J. Nokes-Malach, and Chandralekha Singh
Research suggests that self-efficacy is one of the central factors predicting students' engagement, participation and retention in STEM fields. Physics is one of the STEM fields in which women are severely underrepresented. Prior research has found that there is a gender gap in conceptual assessments and sometimes even in the final exam favoring men. Women also report lower self-efficacy than men in physics. The origins of these gender disparities are complex, not well understood, and include systemic societal biases and stereotypes that disadvantage women from a very young age both in and out of classroom. Since self-efficacy can impact performance and vice versa, lower physics self-efficacy than men can disadvantage women in physics classes. We studied female and male students' self-efficacy and its relation to learning outcomes in calculus-based introductory physics courses in which women are severely underrepresented. In particular, we discuss an investigation examining students' self-efficacy scores across gender and investigate the extent to which self-efficacy mediates learning outcomes for male and female students, controlling for students' relevant prior academic preparation such as AP Physics or SAT scores. We found that gender differences in course grade were partially mediated by students' prior knowledge and gender effect became non-significant factor after we include students' pre self-efficacy scores. This study can be helpful in catalyzing design and structuring of the physics classroom environment and curriculum to improve the self-efficacy and learning of all students, particularly those from traditionally disadvantaged groups such as women.
Physics Education Research Conference 2019
Part of the PER Conference series
Provo, UT: July 24-25, 2019
Pages 275-281
Subjects Levels Resource Types
Education - Basic Research
- Achievement
- Cognition
- Sample Population
= Gender
- Societal Issues
= Gender Issues
- Student Characteristics
= Affect
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Professional/Practitioners
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Format:
application/pdf
Mirror:
https://doi.org/10.1119/perc.2019…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 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.2019.pr.Kalender
NSF Number:
1524575
Keyword:
PERC 2019
Record Creator:
Metadata instance created December 31, 2019 by Lyle Barbato
Record Updated:
December 31, 2019 by Lyle Barbato
Last Update
when Cataloged:
December 31, 2019
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Record Link
AIP Format
Z. Kalender, E. Marshman, C. Schunn, T. Nokes-Malach, and C. Singh, presented at the Physics Education Research Conference 2019, Provo, UT, 2019, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15243&DocID=5158).
AJP/PRST-PER
Z. Kalender, E. Marshman, C. Schunn, T. Nokes-Malach, and C. Singh, Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements, presented at the Physics Education Research Conference 2019, Provo, UT, 2019, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15243&DocID=5158>.
APA Format
Kalender, Z., Marshman, E., Schunn, C., Nokes-Malach, T., & Singh, C. (2019, July 24-25). Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements. Paper presented at Physics Education Research Conference 2019, Provo, UT. Retrieved September 28, 2020, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15243&DocID=5158
Chicago Format
Kalender, Z, E. Marshman, C. Schunn, T. Nokes-Malach, and C. Singh. "Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements." Paper presented at the Physics Education Research Conference 2019, Provo, UT, July 24-25, 2019. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15243&DocID=5158 (accessed 28 September 2020).
MLA Format
Kalender, Z. Yasemin, Emily Marshman, Christian Schunn, Timothy J. Nokes-Malach, and Chandralekha Singh. "Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements." Physics Education Research Conference 2019. Provo, UT: 2019. 275-281 of PER Conference. 28 Sep. 2020 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15243&DocID=5158>.
BibTeX Export Format
@inproceedings{ Author = "Z. Yasemin Kalender and Emily Marshman and Christian Schunn and Timothy J. Nokes-Malach and Chandralekha Singh", Title = {Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements}, BookTitle = {Physics Education Research Conference 2019}, Pages = {275-281}, Address = {Provo, UT}, Series = {PER Conference}, Month = {July 24-25}, Year = {2019} }
Refer Export Format

%A Z. Yasemin Kalender
%A Emily Marshman
%A Christian Schunn
%A Timothy J. Nokes-Malach
%A Chandralekha Singh
%T Investigating the role of prior preparation and self-efficacy on female and male students' introductory physics course achievements
%S PER Conference
%D July 24-25 2019
%P 275-281
%C Provo, UT
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15243&DocID=5158
%O Physics Education Research Conference 2019
%O July 24-25
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Kalender, Z. Yasemin
%A Marshman, Emily
%A Schunn, Christian
%A Nokes-Malach, Timothy J.
%A Singh, Chandralekha
%D July 24-25 2019
%T Investigating the role of prior preparation and self-efficacy on female and male students' introductory physics course achievements
%B Physics Education Research Conference 2019
%C Provo, UT
%P 275-281
%S PER Conference
%8 July 24-25
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15243&DocID=5158


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