What Sort of Girl Wants to Study Physics After the Age of 16? Findings from a Large-scale UK Survey

Mujtaba, Tamjid; Reiß, Michael

doi:10.1080/09500693.2012.681076

Cited by 52 publications

(53 citation statements)

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“…We designed student surveys to include items derived from established psychological constructs as well as our own items so that possible relationships between social influences, self-concept, and intrinsic and extrinsic factors could be explored. Research tends to focus on overall differences between boys and girls, rather than examining within-gender group variation and between-gender group overlap; our findings indicate that there are important differences among girls in terms of how they view physics (Mujtaba & Reiss, 2013b) and mathematics (Mujtaba & Reiss, 2016).…”

Section: The Context Of This Studymentioning

confidence: 75%

“…These findings suggest that the classroom environment can disadvantage girls within physics lessons and quite possibly may have an impact on physics subject choice in the longer term. Indeed, our multivariate analysis in another paper of an older cohort of students (within this same project) demonstrated that teachers not encouraging students to continue with physics post-16 was negatively associated with aspirations to study physics post-16 (Mujtaba & Reiss, 2013a, 2013b. More positively, of course, the classroom environment provided by teachers can encourage students to continue with a subject once it is no longer compulsory, and there is now a developing literature that provides specific guidance for classroom teachers (e.g., Institute of Physics, 2015).…”

Section: Discussionmentioning

confidence: 99%

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“I Fall Asleep in Class … But Physics Is Fascinating”: The Use of Large-Scale Longitudinal Data to Explore the Educational Experiences of Aspiring Girls in Mathematics and Physics

Mujtaba

Reiß

2016

Canadian Journal of Science, Mathematics and Technology Educati

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This article explores how students'aspirations to study mathematics or physics in post-16 education are associated with their perceptions of their education, their motivations, and the support they feel they received. The analysis is based on the responses of around 10,000 students in England in Year 8 (age 12-13) and then in Year 10 (age 14-15). The students were first surveyed during 2008-2009 and then followed up in 2010-2011. t-tests revealed a decline in their perceptions of their mathematics and physics education. Factor analyses indicated subject-specific constructs that were associated with gender aspiration groups (i.e., high-aspiring girls, high-aspiring boys, low-aspiring girls, lowaspiring boys). High-aspiring girls were more likely than low-aspiring boys to be positive about mathematics/physics education, motivation in these subjects, and support received. However, high-aspiring girls were less likely than high-aspiring boys to be encouraged by their teachers and families to continue with these subjects post-16 and had lower self-concepts, intrinsic valuations, and perceptions of lessons. Low-aspiring girls reported the least favorable views of their mathematics/physics education of all four gender aspiration groups. Findings were generally similar for mathematics and physics, although students overall responded more favorably to mathematics than to physics. The quantitative findings are illustrated with extracts from longitudinal interviews (ages 15, 16, and 17) of two high-aspiring girls. image d'elles-mêmes, une évaluation intrinsèque plus basse et une moins bonne perception des leçons. Des quatre groupes, c'est dans le celui des filles peu motivées qu'on trouve la perception la moins favorable de leur formation en mathématiques et en physique. Les résultats se sont généralement avérés comparables pour les mathématiques et la physique, même si, dans l'ensemble, les réponses des étudiants étaient plus positives à l'égard des mathématiques que de la physique. Les résultats quantitatifs sont illustrés au moyen d'extraits provenant d'entrevues longitudinales avec deux répondantes provenant du groupe des filles hautement motivées (soit à 15, 16 et 17 ans).

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Section: The Context Of This Studymentioning

confidence: 75%

Section: Discussionmentioning

confidence: 99%

“I Fall Asleep in Class … But Physics Is Fascinating”: The Use of Large-Scale Longitudinal Data to Explore the Educational Experiences of Aspiring Girls in Mathematics and Physics

Mujtaba

Reiß

2016

Canadian Journal of Science, Mathematics and Technology Educati

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“…Across the international literature, this instrumental value of physics is the most influential factor which predicts students' physics enrolment plans (e.g., Barnes 1999;Eccles et al 1998;Mujtaba and Reiss 2013;Stokking 2000). Specifically in Australia, perceived instrumental value of physics has been suggested as the largest predictor of physics enrolment in senior secondary schools (e.g., Barnes 1999;Woods 2008), and any decline in this value is found to negatively influence the enrolment pattern (Lyons and Quinn 2010).…”

mentioning

confidence: 95%

“…Likewise, the perceived difficulty level of the subject is another major negative influence on student enrolment plans (Spall et al 2003). For females, another competing factor influencing their decision to study physics is the gender-biased stereotypes affiliated with the subject such that it is perceived to be a course and career path that is not as suitable for females as it is for males (Bultitude et al 2010;Mujtaba and Reiss 2013). Gill and Bell (2013) reported that even among high achieving students, there exists the widely held belief that physics is a subject for boys, and this prevailing attitude contributes to lower participation of females in this subject.…”

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confidence: 98%

An Expectancy-Value Model for Sustained Enrolment Intentions of Senior Secondary Physics Students

Abraham

Barker

2014

Res Sci Educ

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This study investigates the predictive influences of achievement motivational variables that may sustain students' engagement in physics and influence their future enrolment plans in the subject. Unlike most studies attempting to address the decline of physics enrolments through capturing students' intention to enrol in physics before ever studying the subject, this study is novel because it captures the perceptions of students currently enrolled in senior secondary physics and their subsequent enrolment intentions after completing modules from the physics curriculum. Participants comprised of senior secondary students in year 11 completing their first year of physics in Australia across nine high schools in New South Wales. The Sustained Enrolment Models for Physics (SEMP), which drew upon the Expectancy-Value (EV) theoretical foundation, proposed predictive relations among students' achievement motivation, sustained engagement, and enrolment intentions in relation to physics. The data showed a good fit to the theoretically developed model for all four physics topics from the year 11 curriculum. The path coefficients of the models demonstrated the strength of relationships among the variables for each of the topics. The topic specificity of SEMPs allowed the mapping of students' motivational patterns at a more sensitive level than the domain-specific level and suggested that the relative influence of motivational precursors can vary by topic. This study advanced the EV research knowledge that, while values may be significant, it is the expectancies that largely predict students' sustained choice intentions in relation to physics. Implications for these findings are discussed.

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“…When the related literature has been scrutinized, there are some studies that emphasize the importance of relationship between students' attitudes towards science and physics with self-regulation strategies and motivational beliefs (Demir, Öztürk & Dökme, 2012;Mujtaba, & Reiss, 2013;Pendergast, Lieberman-Betz & Vail, 2017;Reid & Skryabina, 2002;Uzun & Keleş, 2012;Yamaç, 2011;Yaman & Dede, 2007;Yenice, Saydam & Telli, 2012;Zhang, Ding, & Mazur, 2017).…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Investigation of 9th Grade High School Students' Attitudes Towards Physics Course According to Various Variables

Karamustafaoğlu

Bayar

2017

International Journal of Assessment Tools in Education

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In this study, ninth grade students' attitudes towards science were investigated in terms of self-regulation strategies, motivational beliefs and gender variables. The sample of this study includes 322 male and 296 female in total 618 students from 3 different high schools (Science high school, Anatolian high school, and Vocational high school) in center district of Amasya city. To collect the data, the researchers employed "Motivated Strategies for Learning Questionnaire" which has been developed by Pintrich and De Groot in 1990, adapted into Turkish by Uredi in 2005 and consists of 44 items and "Colorado Learning Attitudes about Science Survey (CLASS)" has been developed by Adams and others in 2006, adapted into Turkish by Bayar and Karamustafaoğlu in 2015 and consists of 36 items. For data analysis, mean, standard deviation, independent t-test and correlation were addressed. The results of this study show that there are statistically significant relationships between 9 th grade students' attitudes towards science and self-regulation strategies, motivational beliefs, and gender.

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What Sort of Girl Wants to Study Physics After the Age of 16? Findings from a Large-scale UK Survey

Cited by 52 publications

References 20 publications

“I Fall Asleep in Class … But Physics Is Fascinating”: The Use of Large-Scale Longitudinal Data to Explore the Educational Experiences of Aspiring Girls in Mathematics and Physics

“I Fall Asleep in Class … But Physics Is Fascinating”: The Use of Large-Scale Longitudinal Data to Explore the Educational Experiences of Aspiring Girls in Mathematics and Physics

An Expectancy-Value Model for Sustained Enrolment Intentions of Senior Secondary Physics Students

Investigation of 9th Grade High School Students' Attitudes Towards Physics Course According to Various Variables

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