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Physical Review Physics Education Research
written by Yangqiuting Li and Chandralekha Singh
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. 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 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. Moreover, perceived recognition played a major role in predicting students' physics identity.
Physical Review Physics Education Research: Volume 17, Issue 1, Pages 010143
Subjects Levels Resource Types
Education - Applied Research
- Learning Environment
- Recruitment
= Diversity
= Shortages
Education - Basic Research
- Learning Theory
- Sample Population
= Gender
- Societal Issues
= Gender Issues
- Student Characteristics
= Affect
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Administrators
- Educators
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This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.010143
NSF Number:
DUE-1524575
Keywords:
belonging, gender equity, gender gap, intrinsic value, motivational theory, physics identity, utility value
Record Creator:
Metadata instance created November 10, 2021 by Lyle Barbato
Record Updated:
January 25, 2022 by Lyle Barbato
Last Update
when Cataloged:
June 23, 2021
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AIP Format
Y. Li and C. Singh, , Phys. Rev. Phys. Educ. Res. 17 (1), 010143 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.010143).
AJP/PRST-PER
Y. Li and C. Singh, Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses, Phys. Rev. Phys. Educ. Res. 17 (1), 010143 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.010143>.
APA Format
Li, Y., & Singh, C. (2021, June 23). Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses. Phys. Rev. Phys. Educ. Res., 17(1), 010143. Retrieved February 24, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.17.010143
Chicago Format
Li, Yangqiuting, and Chandralekha Singh. "Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses." Phys. Rev. Phys. Educ. Res. 17, no. 1, (June 23, 2021): 010143, https://doi.org/10.1103/PhysRevPhysEducRes.17.010143 (accessed 24 February 2024).
MLA Format
Li, Yangqiuting, and Chandralekha Singh. "Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses." Phys. Rev. Phys. Educ. Res. 17.1 (2021): 010143. 24 Feb. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.17.010143>.
BibTeX Export Format
@article{ Author = "Yangqiuting Li and Chandralekha Singh", Title = {Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {17}, Number = {1}, Pages = {010143}, Month = {June}, Year = {2021} }
Refer Export Format

%A Yangqiuting Li %A Chandralekha Singh %T Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses %J Phys. Rev. Phys. Educ. Res. %V 17 %N 1 %D June 23, 2021 %P 010143 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.010143 %O application/pdf

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%0 Journal Article %A Li, Yangqiuting %A Singh, Chandralekha %D June 23, 2021 %T Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses %J Phys. Rev. Phys. Educ. Res. %V 17 %N 1 %P 010143 %8 June 23, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.010143


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