PERC 2020 Abstract Detail Page
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| Abstract Title: | Why equivalent structural equation models of physics identity have different instructional implications |
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| 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 |
| Co-Author(s) and Co-Presenter(s) |
Yangqiuting Li |
