论文标题
学习环境如何预测男性和女学生的物理学动机信念在入门物理课程中
How learning environment predicts male and female students' physics motivational beliefs in introductory physics courses
论文作者
论文摘要
在这项研究中，我们适应了先前的身份框架，以研究学习环境（包括感知的识别，同伴相互作用和归属感）对学生物理学自我效能，兴趣和身份的影响，通过控制基于计算的引言物理学课程开始时的自我效能和兴趣。我们调查了1203名学生，其中35％是女性。我们发现，在课程开始时，女学生的物理自我效能感和兴趣低于男学生，并且在课程结束时，这些动机结构中的性别差距变得更大。分析表明，学生物理自我效能感和兴趣的下降是由学习环境介导的，并最终影响了学生的物理身份。我们的模型表明，感知的识别在解释学生的物理身份方面发挥了重要作用，而学生在物理学中的归属感在解释学生物理自我效能感的变化方面发挥了重要作用。
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.
