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How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses
Societal stereotypes and biases pertaining to who belongs in physics and who can excel in physics can impact motivational beliefs, e.g., of women and racial and ethnic minority students in physics courses. This study investigates how the learning environment predicts male and female students' motivational beliefs including physics self-efficacy, interest, and identity at the end of year long (spanning two-semester) algebra-based introductory physics courses. These were courses at a large university in the US taken primarily by biological science majors many of whom are interested in health professions. Although women are not underrepresented in these physics courses, societal stereotypes and biases internalized by female students over their lifetime can still impact their motivational beliefs about physics. Our findings show gender gap in motivational beliefs favoring men. These findings can be useful to provide support and create an equitable and inclusive learning environment to help all students excel in these courses.
Physics Education Research Conference 2020
Part of the PER Conference series Virtual Conference: July 22-23, 2020 Pages 104-110
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=15467">Cwik, S, K. Whitcomb, and C. Singh. "How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses." Paper presented at the Physics Education Research Conference 2020, Virtual Conference, July 22-23, 2020.</a>
AIP Format
S. Cwik, 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=15467&DocID=5315).
AJP/PRST-PER
S. Cwik, K. Whitcomb, and C. Singh, How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses, presented at the Physics Education Research Conference 2020, Virtual Conference, 2020, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15467&DocID=5315>.
APA Format
Cwik, S., Whitcomb, K., & Singh, C. (2020, July 22-23). How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses. Paper presented at Physics Education Research Conference 2020, Virtual Conference. Retrieved October 5, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15467&DocID=5315
Chicago Format
Cwik, S, K. Whitcomb, and C. Singh. "How the learning environment predicts male and female students’ motivational beliefs in algebra-based 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=15467&DocID=5315 (accessed 5 October 2024).
MLA Format
Cwik, Sonja, Kyle M. Whitcomb, and Chandralekha Singh. "How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses." Physics Education Research Conference 2020. Virtual Conference: 2020. 104-110 of PER Conference. 5 Oct. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15467&DocID=5315>.
BibTeX Export Format
@inproceedings{
Author = "Sonja Cwik and Kyle M. Whitcomb and Chandralekha Singh",
Title = {How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses},
BookTitle = {Physics Education Research Conference 2020},
Pages = {104-110},
Address = {Virtual Conference},
Series = {PER Conference},
Month = {July 22-23},
Year = {2020}
}
Refer Export Format
%A Sonja Cwik %A Kyle M. Whitcomb %A Chandralekha Singh %T How the learning environment predicts male and female students' motivational beliefs in algebra-based introductory physics courses %S PER Conference %D July 22-23 2020 %P 104-110 %C Virtual Conference %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15467&DocID=5315 %O Physics Education Research Conference 2020 %O July 22-23 %O application/pdf
EndNote Export Format
%0 Conference Proceedings %A Cwik, Sonja %A Whitcomb, Kyle M. %A Singh, Chandralekha %D July 22-23 2020 %T How the learning environment predicts male and female students' motivational beliefs in algebra-based introductory physics courses %B Physics Education Research Conference 2020 %C Virtual Conference %P 104-110 %S PER Conference %8 July 22-23 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15467&DocID=5315 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses:Know of another related resource? Login to relate this resource to it. |
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