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written by Yangqiuting Li
Students' motivational beliefs about physics can influence their engagement and performance in physics as well as retention in their majors and careers. Students from underrepresented groups in physics such as women may not have enough encouragement and role models to help them develop strong motivational beliefs in physics. The societal stereotypes and biases in physics may further undermine their motivational beliefs and lead to withdrawal from physics courses or careers. In addition to motivational beliefs, students' academic performance at the end of a physics course is also an important course outcome. Prior studies have shown that factors such as students' prior preparation, quality of teaching, and sociocultural factors can influence students' motivational beliefs and academic performance. However, very few studies have investigated the effect of students' perception of the inclusiveness of the learning environment on their motivational beliefs and academic performance.

In this dissertation I address the question of what role is played by students' perception of the inclusiveness of the learning environment and its relationship to gender, motivational beliefs, and academic performance in introductory physics courses. I first investigated the relationship between different motivational beliefs using both quantitative and qualitative methods. I also examined how students' physics motivational beliefs predict their identity in physics-related disciplines such as engineering. Then I analyzed gender differences in students' motivational beliefs and academic performance at the end of introductory physics courses and how different components of perception of the inclusiveness of the learning environment predict these course outcomes. These findings suggest that instructors play an important role in developing a more equitable and inclusive learning environment, in which all students can thrive.
University: University of Pittsburgh
Academic Department:  Department of Physics and Astronomy
Pages 406
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Peer Instruction
- Instructional Material Design
= Problem/Question
- Learning Environment
Education - Basic Research
- Sample Population
= Gender
- Societal Issues
= Gender Issues
- Student Characteristics
= Affect
Quantum Physics
- Foundations and Measurements
= Eigenstates
= Time Dependence
= Wave Functions
- Upper Undergraduate
- Lower Undergraduate
- Instructional Material
= Problem/Problem Set
- Assessment Material
= Test
- Reference Material
= Article
= Thesis/Dissertation
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Format:
application/pdf
Mirror:
http://d-scholarship.pitt.edu/434…
Access Rights:
Free access
Restriction:
© 2022 Li, Yangqiuting
Type:
Ph.D.
Keywords:
Quantum Measurement MQS, Quantum Measurement assessment, belongingness, inclusivity, interest, physics identity, quantum measurement, self-efficacy, sense of belonging, student engagement
Record Creator:
Metadata instance created February 17, 2023 by Yangqiuting Li
Record Updated:
March 6, 2023 by Caroline Hall
Last Update
when Cataloged:
October 12, 2022
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Record Link
AIP Format
Y. Li, , Ph.D., University of Pittsburgh, 2022, WWW Document, (http://d-scholarship.pitt.edu/43434/19/Yangqiuting%20Li_ETD_revised_after%20defense_Jul31.pdf).
AJP/PRST-PER
Y. Li, Improving Inclusiveness of Learning Environment in Introductory Physics and Content Understanding in Quantum Physics, Ph.D., University of Pittsburgh, 2022, <http://d-scholarship.pitt.edu/43434/19/Yangqiuting%20Li_ETD_revised_after%20defense_Jul31.pdf>.
APA Format
Li, Y. (2022, October 12). Improving Inclusiveness of Learning Environment in Introductory Physics and Content Understanding in Quantum Physics (Ph.D., University of Pittsburgh, 2022). Retrieved May 18, 2024, from http://d-scholarship.pitt.edu/43434/19/Yangqiuting%20Li_ETD_revised_after%20defense_Jul31.pdf
Chicago Format
Li, Yangqiuting. "Improving Inclusiveness of Learning Environment in Introductory Physics and Content Understanding in Quantum Physics." Ph.D., University of Pittsburgh, 2022. http://d-scholarship.pitt.edu/43434/19/Yangqiuting%20Li_ETD_revised_after%20defense_Jul31.pdf (accessed 18 May 2024).
MLA Format
Li, Yangqiuting. "Improving Inclusiveness of Learning Environment in Introductory Physics and Content Understanding in Quantum Physics." Ph.D.. 12 Oct. 2022. University of Pittsburgh, 2022. 18 May 2024 <http://d-scholarship.pitt.edu/43434/19/Yangqiuting%20Li_ETD_revised_after%20defense_Jul31.pdf>.
BibTeX Export Format
@phdthesis{ Author = "Yangqiuting Li", Title = {Improving Inclusiveness of Learning Environment in Introductory Physics and Content Understanding in Quantum Physics}, School = {University of Pittsburgh}, Type = {Ph.D.}, Month = {October}, Year = {2022} }
Refer Export Format

%A Yangqiuting Li %T Improving Inclusiveness of Learning Environment in Introductory Physics and Content Understanding in Quantum Physics %R Ph.D. %D October 12, 2022 %P 406 %I University of Pittsburgh %U http://d-scholarship.pitt.edu/43434/19/Yangqiuting%20Li_ETD_revised_after%20defense_Jul31.pdf %O Department of Physics and Astronomy %O application/pdf %O Ph.D.

EndNote Export Format

%0 Thesis %A Li, Yangqiuting %D October 12, 2022 %T Improving Inclusiveness of Learning Environment in Introductory Physics and Content Understanding in Quantum Physics %B Department of Physics and Astronomy %I University of Pittsburgh %P 406 %8 October 12, 2022 %9 Ph.D. %U http://d-scholarship.pitt.edu/43434/19/Yangqiuting%20Li_ETD_revised_after%20defense_Jul31.pdf


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