Understanding the development of interest and self-efficacy in active-learning undergraduate physics courses

TL;DR

This study investigates how peer interactions in active-learning physics courses influence students' interest and self-efficacy, revealing complex relationships and the importance of classroom dynamics in shaping student motivation.

Contribution

It provides new insights into how peer interactions affect interest and self-efficacy within active-learning physics courses, framed by career theory models.

Findings

Students' physics and science interests decreased over the course.

Physics interest positively influences self-efficacy.

Peer interactions contribute positively to self-efficacy.

Abstract

Modeling Instruction (MI), an active-learning introductory physics curriculum, has been shown to improve student academic success. Peer-to-peer interactions play a salient role in the MI classroom. Their impact on student interest and self-efficacy -- preeminent constructs of various career theories -- has not been thoroughly explored. Our examination of three undergraduate MI courses (N=221) revealed a decrease in students' physics self-efficacy, physics interest, and general science interest. We found a positive link from physics interest to self-efficacy, and a negative relationship between science interest and self-efficacy. We tested structural equation models confirming that student interactions make positive contributions to self-efficacy. This study frames students' classroom interactions within broader career theory frameworks and suggests nuanced considerations regarding interest and self-efficacy constructs in the context of undergraduate active-learning science courses.