Students’ sense of belonging in introductory physics course for bioscience majors predicts their grade

Cwik, Sonja; Singh, Chandralekha

doi:10.1103/physrevphyseducres.18.010139

Cited by 34 publications

(15 citation statements)

References 61 publications

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“…The issue of student motivation includes interest, commitment, and identification with a given subject 11 . According to Archer et al 12 , girls during adolescence lose interest in science because they perceived it as not relevant. Carlone 13 concludes that adolescent females may try to avoid science activities because they do not identify with it.…”

Section: Theoretical Reviewmentioning

confidence: 99%

“…Both approaches are based on collaborative work, which is recognized as support to students’ sense of belonging 12 and improve students’ performance 23 , 24 ; but collaborative work can also be a reason for increasing stereotypes. According to Delisle et al 17 , for gender stereotype, three conditions are needed: the existence of a negative stereotype, identifying with the field, and facing with a task within the field related to the stereotype.…”

Section: Theoretical Reviewmentioning

confidence: 99%

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Gender motivational gap and contribution of different teaching approaches to female students’ motivation to learn physics

Radulović

Županec

Stojanović

et al. 2022

Sci Rep

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This research focuses on potential gender differences in motivation to learn Physics with the aim to determine the weakest female motivational components to learn Physics and the contribution of different teaching approaches (using real and virtual experiments) on those components and motivation for learning Physics in general. These two approaches were chosen as the most commonly used approaches in physics but without clear compared indication on females’ motivation. The standardized questionnaire SMTSL (Student’s Motivation towards Science Learning) is used for the measurements. The results show that for female students the weakest motivational components to learn Physics are the importance of Physics as a science and self-efficacy. Virtual experiments contribute more to females’ motivation to learn Physics than applying real experiments. The female students who used real experiments show fear of being laughed at by their male peers and express doubt in their self-knowledge. Although the applied approaches cause some improvements in female students’ self-efficacy, they are not statistically significant. Research results suggest that teachers need to apply such teaching approaches that engage girls and encourage their learning and development in order to improve their self-efficacy and other motivational components.

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Section: Theoretical Reviewmentioning

confidence: 99%

Section: Theoretical Reviewmentioning

confidence: 99%

Gender motivational gap and contribution of different teaching approaches to female students’ motivation to learn physics

Radulović

Županec

Stojanović

et al. 2022

Sci Rep

View full text Add to dashboard Cite

show abstract

“…In addition to perceived recognition, some studies have shown that students' interactions with peers and students' sense of belonging are also important aspects of their perceptions of the inclusiveness of the learning environment [6,[48][49][50][51][52][53][54][55][56]. For example, if students have a higher sense of belonging, they may approach others in the academic environment more often and with more positive attitudes, building better interactions with others and reporting higher perceived recognition from others [57].…”

Section: Background and Frameworkmentioning

confidence: 99%

How inclusiveness of learning environment predicts female and male students� physics grades and motivational beliefs in introductory physics courses

Li¹,

Singh²

2022

2022 Physics Education Research Conference Proceedings

Self Cite

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In this study, we adapted a prior identity framework to investigate how students' perception of the inclusiveness of the learning environment (including sense of belonging, peer interaction and perceived recognition) in an introductory physics course predicts their course grades and physics motivational beliefs (including self-efficacy, interest and identity) at the end of this course. We found signatures of inequitable and non-inclusive learning environment in that female students' mean scores for sense of belonging, peer interaction and perceived recognition were all lower than male students' in the course. In addition, we found that female students had lower average course grades than male students. Using structural equation modeling, we found that students' perception of the inclusiveness of the learning environment predicts their self-efficacy, interest, identity and grades at the end of the course even after controlling for students' gender, motivational beliefs and grades in a previous course as well as their high school GPA and SAT math scores. In particular, students' perceived recognition, e.g., by instructors and teaching assistants, played a major role in predicting students' physics identity, and students' sense of belonging in physics played an important role in explaining the change in students' physics self-efficacy. Our findings can be helpful for creating an inclusive and equitable learning environment in which all students can excel.

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“…Many research studies have investigated motivational beliefs, such as self-efficacy and identity in different STEM domains, because they can influence students' continuation in STEM courses, majors, and careers [1][2][3][4][5][6][7][8][9]. Specifically, in the context of physics, many studies have focused on students in calculus-based courses, in which women are underrepresented [10][11][12][13][14].…”

Section: Introductionmentioning

confidence: 99%

Women have lower physics self-efficacy controlling for grade even in courses in which they outnumber men

Cwik¹,

Singh²

2022

2022 Physics Education Research Conference Proceedings

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Self-efficacy has been shown to affect student engagement, learning, and persistence in various science, technology, engineering, and math (STEM) courses and majors. Additionally, prior research has shown that women have lower self-efficacy than men in STEM courses in which women are outnumbered by men. This study examines the self-efficacy of men and women with similar performance in two consecutive algebrabased introductory physics courses in which women make up two thirds of the students. These were mandatory courses at a large public university in the US taken primarily by bioscience majors, many of whom are interested in health professions. Our findings show a gender gap in self-efficacy disadvantaging women when controlling for course grades in both physics 1 and physics 2 both at the beginning and end of the course. Additionally, we find that most of the gender gap in self-efficacy is due to biased perceptions rather than performance in the courses.

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Students’ sense of belonging in introductory physics course for bioscience majors predicts their grade

Cited by 34 publications

References 61 publications

Gender motivational gap and contribution of different teaching approaches to female students’ motivation to learn physics

Gender motivational gap and contribution of different teaching approaches to female students’ motivation to learn physics

How inclusiveness of learning environment predicts female and male students� physics grades and motivational beliefs in introductory physics courses

Women have lower physics self-efficacy controlling for grade even in courses in which they outnumber men

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