How the learning environment predicts male and female students' motivational beliefs in algebra-based introductory physics courses

TL;DR

This study examines how the learning environment influences motivational beliefs like self-efficacy, interest, and identity among male and female students in algebra-based physics courses, revealing gender gaps influenced by societal stereotypes.

Contribution

It identifies how the learning environment predicts motivational beliefs and highlights gender disparities, informing strategies for creating more inclusive physics education.

Findings

Gender gap in motivational beliefs favors men.

Learning environment significantly predicts students' motivational beliefs.

Societal stereotypes impact female students' beliefs about physics.

Abstract

Societal stereotypes and biases pertaining to who belongs in physics and who can excel in physics can impact motivational beliefs, e.g., of women and racial and ethnic minority students in physics courses. This study investigates how the learning environment predicts male and female students' motivational beliefs including physics self-efficacy, interest, and identity at the end of year long (spanning two-semester) algebra-based introductory physics courses. These were courses at a large university in the US taken primarily by biological science majors many of whom are interested in health professions. Although women are not underrepresented in these physics courses, societal stereotypes and biases internalized by female students over their lifetime can still impact their motivational beliefs about physics. Our findings show gender gap in motivational beliefs favoring men. These findings can be useful to provide support and create an equitable and inclusive learning environment to help all students excel in these courses.