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Physical Review Physics Education Research
written by Yangqiuting Li and Chandralekha Singh
This article discusses an investigation of students' motivational beliefs and performance on the Force Concept Inventory (FCI) in a calculus-based introductory physics course at a large public university in the U.S. We investigated how students' perception of the inclusiveness of the learning environment (including perceived recognition, perceived effectiveness of peer interaction, and sense of belonging) predicts students' FCI scores and physics motivational beliefs (including self-efficacy, interest, and overall physics identity) at the end of the course after controlling for students' high school performance and their FCI scores and motivational beliefs at the beginning of the course. We find signatures of noninclusive learning environment in that female students' mean scores in physics motivational beliefs and perception of the inclusiveness of the learning environment were lower than male students', and the gender gap in students' self-efficacy increased from the beginning to the end of the course. Using structural equation modeling, we find that the gender differences in students' motivational beliefs and FCI scores were mediated by the different components of students' perception of the inclusiveness of the learning environment. In particular, students' perceived recognition, e.g., by instructors, was an important predictor of their overall physics identity, and their sense of belonging predicted their self-efficacy and FCI scores. Our findings can be valuable for contemplating guidelines for creating an inclusive learning environment in which all students can excel.
Physical Review Physics Education Research: Volume 18, Issue 2, Pages 020147
Subjects Levels Resource Types
Classical Mechanics
- General
Education - Applied Research
- Learning Environment
- Pedagogy
= Instructional Issues
- Recruitment
= Diversity
Education - Basic Research
- Assessment
= Conceptual Assessment
= Self Assessment
- Research Design & Methodology
= Data
= Evaluation
- Sample Population
= Gender
- Societal Issues
= Gender Issues
- Student Characteristics
= Affect
= Skills
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Educators
- Professional/Practitioners
- Administrators
- Researchers
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Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.18.020147
NSF Number:
DUE-1524575
Keywords:
Motivation Theory, belongingness, gender equity, physics identity
Record Creator:
Metadata instance created December 28, 2022 by Lyle Barbato
Record Updated:
April 2, 2023 by Caroline Hall
Last Update
when Cataloged:
December 23, 2022
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Record Link
AIP Format
Y. Li and C. Singh, , Phys. Rev. Phys. Educ. Res. 18 (2), 020147 (2022), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.18.020147).
AJP/PRST-PER
Y. Li and C. Singh, Inclusive learning environments can improve student learning and motivational beliefs, Phys. Rev. Phys. Educ. Res. 18 (2), 020147 (2022), <https://doi.org/10.1103/PhysRevPhysEducRes.18.020147>.
APA Format
Li, Y., & Singh, C. (2022, December 23). Inclusive learning environments can improve student learning and motivational beliefs. Phys. Rev. Phys. Educ. Res., 18(2), 020147. Retrieved June 20, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.18.020147
Chicago Format
Li, Yangqiuting, and Chandralekha Singh. "Inclusive learning environments can improve student learning and motivational beliefs." Phys. Rev. Phys. Educ. Res. 18, no. 2, (December 23, 2022): 020147, https://doi.org/10.1103/PhysRevPhysEducRes.18.020147 (accessed 20 June 2024).
MLA Format
Li, Yangqiuting, and Chandralekha Singh. "Inclusive learning environments can improve student learning and motivational beliefs." Phys. Rev. Phys. Educ. Res. 18.2 (2022): 020147. 20 June 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.18.020147>.
BibTeX Export Format
@article{ Author = "Yangqiuting Li and Chandralekha Singh", Title = {Inclusive learning environments can improve student learning and motivational beliefs}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {18}, Number = {2}, Pages = {020147}, Month = {December}, Year = {2022} }
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%A Yangqiuting Li %A Chandralekha Singh %T Inclusive learning environments can improve student learning and motivational beliefs %J Phys. Rev. Phys. Educ. Res. %V 18 %N 2 %D December 23, 2022 %P 020147 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.020147 %O application/pdf

EndNote Export Format

%0 Journal Article %A Li, Yangqiuting %A Singh, Chandralekha %D December 23, 2022 %T Inclusive learning environments can improve student learning and motivational beliefs %J Phys. Rev. Phys. Educ. Res. %V 18 %N 2 %P 020147 %8 December 23, 2022 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.020147


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