How learning environment predicts male and female students' physics motivational beliefs in introductory physics courses

TL;DR

This study explores how learning environment factors like recognition and belonging influence male and female students' physics motivation, revealing gender gaps that widen over time and highlighting key environmental influences on physics identity.

Contribution

It adapts the identity framework to show how perceived recognition and belonging in learning environments affect students' physics motivation and identity, especially across genders.

Findings

Gender gaps in self-efficacy and interest increase during the course.

Perceived recognition significantly influences students' physics identity.

Sense of belonging impacts changes in physics self-efficacy.

Abstract

In this study, we adapt prior identity framework to investigate the effect of learning environment (including perceived recognition, peer interaction and sense of belonging) on students' physics self-efficacy, interest and identity by controlling for their self-efficacy and interest at the beginning of a calculus-based introductory physics course. We surveyed 1203 students, 35% of whom were women. We found that female students' physics self-efficacy and interest were lower than male students' at the beginning of the course, and the gender gaps in these motivational constructs became even larger by the end of the course. Analysis revealed that the decrease in students' physics self-efficacy and interest were mediated by the learning environment and ultimately affected students' physics identity. Our model shows that perceived recognition played a major role in explaining students' physics identity, and students' sense of belonging in physics played an important role in explaining the change in students' physics self-efficacy.