How Perception of Learning Environment Predicts Male and Female Students' Grades and Motivational Outcomes in Algebra-Based Introductory Physics Courses

Autor/inn/en	Cwik, Sonja; Singh, Chandralekha
Titel	How Perception of Learning Environment Predicts Male and Female Students' Grades and Motivational Outcomes in Algebra-Based Introductory Physics Courses
Quelle	In: Physical Review Physics Education Research, 17 (2021) 2, Artikel 020143 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cwik, Sonja) ORCID (Singh, Chandralekha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Introductory Courses; Grades (Scholastic); Physics; Science Instruction; College Students; Student Attitudes; Educational Environment; Peer Relationship; Teacher Student Relationship; Predictor Variables; Self Efficacy; Student Interests; Identification (Psychology); High School Students; Grade Point Average; Scores; Mathematics Achievement; Gender Differences; Equal Education; Algebra; STEM Education; Self Concept; Recognition (Achievement); SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Einführungskurs; Notenspiegel; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Collegestudent; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Prädiktor; Self-efficacy; Selbstwirksamkeit; Studieninteresse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; STEM; Selbstkonzept; Soziale Anerkennung
Abstract	Student grades and motivational outcomes in introductory physics courses can influence their retention in science, technology, engineering, and mathematics disciplines and future career aspirations. We surveyed students in mandatory large introductory level algebra-based physics courses for bioscience majors at a large research university. The study investigates how students' perception of their learning environment, including their sense of belonging, peer interactions, and perceived recognition by instructors, predicts male and female students' grade, self-efficacy, interest, and identity at the end of physics 2, controlling for their high school GPA and SAT math scores. We find that although women outnumbered men in these courses, women had worse outcomes than men. Moreover, using structural equation modeling, we find that all factors in students' perception of their learning environment are essential to predicting their self-efficacy, interest, grade, and identity at the end of physics 2. The findings pertaining to gender differences call into question equity in learning in these physics courses and how the perception of the learning environment predicts the outcomes and can be useful for creating an equitable and inclusive learning environment to help all students excel in these algebra-based physics courses. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01