论文标题
学习环境如何预测男女学生在基于代数的介绍性物理课程中的动机信念
How the learning environment predicts male and female students' motivational beliefs in algebra-based introductory physics courses
论文作者
论文摘要
社会刻板印象和偏见与属于物理的人以及可以在物理学上脱颖而出的人会影响动机信念，例如妇女，种族和种族和少数民族在物理课程中的信念。这项研究调查了学习环境如何预测男女学生的动机信念，包括一年末（跨越两个学期）基于代数的物理学课程，包括物理效能，兴趣和身份。这些是美国一所大型大学的课程，主要由生物科学专业的专业人选，其中许多人对卫生专业感兴趣。尽管女性在这些物理课程中的人数不足，但女学生一生中内在的社会刻板印象和偏见仍然会影响她们对物理学的动机信念。我们的发现表明，在偏爱男人的动机信念中，性别差距。这些发现对于提供支持并创建公平且包容性的学习环境很有用，以帮助所有学生在这些课程中表现出色。
Societal stereotypes and biases pertaining to who belongs in physics and who can excel in physics can impact motivational beliefs, e.g., of women and racial and ethnic minority students in physics courses. This study investigates how the learning environment predicts male and female students' motivational beliefs including physics self-efficacy, interest, and identity at the end of year long (spanning two-semester) algebra-based introductory physics courses. These were courses at a large university in the US taken primarily by biological science majors many of whom are interested in health professions. Although women are not underrepresented in these physics courses, societal stereotypes and biases internalized by female students over their lifetime can still impact their motivational beliefs about physics. Our findings show gender gap in motivational beliefs favoring men. These findings can be useful to provide support and create an equitable and inclusive learning environment to help all students excel in these courses.
