Materials Similar to Impact of an active learning physics workshop on secondary school students’ self-efficacy and ability
- 55%: How Perception of Being Recognized or Not Recognized by Instructors as a “Physics Person” Impacts Male and Female Students’ Self-Efficacy and Performance
- 45%: Impact of traditional or evidence-based active-engagement instruction on introductory female and male students’ attitudes and approaches to physics problem solving
- 43%: Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
- 42%: Gender differences in classroom experiences impacting self-efficacy in an AP Physics 1 classroom
- 41%: Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class
- 40%: Impact of broad categorization on statistical results: How underrepresented minority designation can mask the struggles of both Asian American and African American students
- 39%: How physics instruction impacts students’ beliefs about learning physics: A meta-analysis of 24 studies
- 39%: Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements
- 38%: Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics
- 38%: Factors Influencing the Self-Efficacy Beliefs of First-Year Engineering Students
- 37%: Test anxiety, self-efficacy, and gender: A quest for equitable assessment practices in physics
- 37%: Self-Efficacy of First Year University Physics Students: Do Gender and Prior Formal Instruction in Physics Matter?
- 36%: Teaching about Inequity: Shifts in Student Views about Diversity in Physics
- 36%: Damage caused by societal stereotypes: Women have lower physics self-efficacy controlling for grade even in courses in which they outnumber men
- 35%: Student experiences in traditional and active learning classrooms in introductory physics courses
- 35%: Implementing a mixed-methods approach to understand students’ self-efficacy: A pilot study
- 34%: Pedagogical approaches, contextual variables, and the development of student self-efficacy in undergraduate physics courses
- 34%: What is the role of motivation in procedural and conceptual physics learning? An examination of self-efficacy and achievement goals
- 34%: Introductory physics students’ insights for improving physics culture