Students’ motivational beliefs about physics can influence their learning outcomes as well as retention in their majors and career choices. Moreover, due to societal stereotypes and biases about who belongs in physics and can succeed in physics, women often have lower motivational beliefs about physics than men. The expectancy-value theory emphasizes the importance of self-efficacy and value in predicting students’ short- and long-term academic and professional outcomes, but there are few studies focusing on how the learning environment shapes these motivational beliefs of women and men. Investigating how the perception of learning environment in introductory physics courses for the engineering, physical science, and mathematics majors in their first year of college predicts the motivational beliefs of women and men can be useful in making the learning environments equitable and inclusive so that the underrepresented students, e.g., women, are not disadvantaged. In this study, we adapt prior identity framework to investigate how the learning environment (including sense of belonging, perceived peer interaction, and perceived recognition) predicts 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 identified as women. We found signatures of inequitable and noninclusive learning environment in that not only were female students’ physics self-efficacy and interest lower than male students’ at the beginning of the course, but 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 predicted students’ physics identity. We find that the perceived recognition 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.

中文翻译：

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性别、自我效能感和兴趣对微积分基础物理课程中学习环境和成果感知的影响

学生对物理的动机信念会影响他们的学习成果以及对专业和职业选择的保留。此外，由于社会对谁属于物理学以及谁可以在物理学上取得成功的刻板印象和偏见，女性对物理学的动机信念通常低于男性。期望价值理论强调自我效能和价值在预测学生短期和长期学术和专业成果方面的重要性，但很少有研究关注学习环境如何塑造女性和男性的这些动机信念。调查工程、物理科学、大学第一年的数学专业学生预测，女性和男性的动机信念有助于营造公平和包容的学习环境，从而使代表性不足的学生（例如女性）不会处于不利地位。在本研究中，我们采用先前的身份框架来研究学习环境（包括归属感、感知的同伴互动和感知的认可）如何通过控制学生的自我效能感和兴趣来预测学生的物理自我效能感、兴趣和认同感。在基于微积分的介绍性物理课程的开始。我们调查了 1203 名学生，其中 35% 是女性。我们发现不公平和非包容性学习环境的特征在于，不仅女生的物理自我效能感和兴趣在课程开始时低于男生，而且到课程结束时，这些动机结构中的性别差距变得更大。课程。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，并预测了学生的物理身份。我们发现知觉识别在预测学生的物理身份中起主要作用，学生对物理的归属感在​​解释学生物理自我效能感的变化中起重要作用。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，并预测了学生的物理身份。我们发现知觉识别在预测学生的物理身份中起主要作用，学生对物理的归属感在​​解释学生物理自我效能感的变化中起重要作用。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，并预测了学生的物理身份。我们发现知觉识别在预测学生的物理身份中起主要作用，学生对物理的归属感在​​解释学生物理自我效能感的变化中起重要作用。