home - login - register

PERC 2020 Abstract Detail Page

Previous Page  |  New Search  |  Browse All

Abstract Title: Why equivalent structural equation models of physics identity have different instructional implications
Abstract: In this study, we use the physics identity framework in which students' identity is predicted by self-efficacy, interest and perceived recognition. We investigated the relations among these motivational factors by using structure equation modeling (SEM) with three statistically equivalent models showing different mediation mechanisms between gender, self-efficacy, interest, perceived recognition and identity. Although these equivalent models have the same model fit parameters (they are all equally good from a statistical point of view), the instructional implications of each model are very different. For example, the models with self-efficacy or interest predicting perceived recognition can make instructors overlook their own role and think that students do not feel recognized because of their low self-efficacy or interest that the instructor does not have any control over, while the model with perceived recognition predicting self-efficacy and interest can empower instructors and help them discern their role in recognizing and empowering their students better.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: 1.F3

Author/Organizer Information

Primary Contact: Chandralekha Singh
University of Pittsburgh
pittsburgh, PA 15260
Phone: 4126874764
and Co-Presenter(s)
Yangqiuting Li