Materials Similar to How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses
- 72%: How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses
- 58%: How learning environment predicts male and female students’ physics motivational beliefs in introductory physics courses
- 56%: Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
- 44%: Investigation of male and female students’ motivational characteristics throughout an introductory physics course sequence
- 41%: Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements
- 39%: How Perception of Being Recognized or Not Recognized by Instructors as a “Physics Person” Impacts Male and Female Students’ Self-Efficacy and Performance
- 36%: Teaching strategies predict instructors’ perceptions of their effectiveness in engaging students in introductory physics for life sciences courses
- 35%: Exploring Student Learning Profiles in Algebra-based Studio Physics: A Person-Centered Approach
- 34%: Motivational characteristics of underrepresented ethnic and racial minority students in introductory physics courses
- 33%: Prior preparation and motivational characteristics mediate relations between gender and learning outcomes in introductory physics
- 33%: How is perception of being recognized by others as someone good at physics related to female and male students’ physics identities?
- 31%: Student Learning In Upper-Level Thermal Physics: Comparisons And Contrasts With Students In Introductory Courses
- 31%: Analysis of student perceptions of classroom structure, belongingness, and motivation in an introductory physics course
- 31%: Student Perceptions of an Introductory Laboratory Course
- 31%: Student experiences in traditional and active learning classrooms in introductory physics courses
- 30%: Comparison of student expectations in introductory calculus-based physics courses
- 30%: Student Epistemologies in Project-based Learning Courses
- 29%: Sex differences in physics learning and evaluations in an introductory course
- 29%: Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class