Longitudinal analysis of women and men’s motivational beliefs in a two-semester introductory physics course sequence for students on the bioscience track
Published 2022 View Full Article
- Home
- Publications
- Publication Search
- Publication Details
Title
Longitudinal analysis of women and men’s motivational beliefs in a two-semester introductory physics course sequence for students on the bioscience track
Authors
Keywords
-
Journal
Physical Review Physics Education Research
Volume 18, Issue 2, Pages -
Publisher
American Physical Society (APS)
Online
2022-08-23
DOI
10.1103/physrevphyseducres.18.020111
References
Ask authors/readers for more resources
Related references
Note: Only part of the references are listed.- Gender differences in test anxiety and self-efficacy: Why instructors should emphasize low-stakes formative assessments in physics courses
- (2022) Alysa Malespina et al. EUROPEAN JOURNAL OF PHYSICS
- Examining the relationship between informal science experiences and physics identity: Unrealized possibilities
- (2022) Zahra Hazari et al. Physical Review Physics Education Research
- Students’ sense of belonging in introductory physics course for bioscience majors predicts their grade
- (2022) Sonja Cwik et al. Physical Review Physics Education Research
- Not feeling recognized as a physics person by instructors and teaching assistants is correlated with female students’ lower grades
- (2022) Sonja Cwik et al. Physical Review Physics Education Research
- Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
- (2021) Yangqiuting Li et al. Physical Review Physics Education Research
- Hermione and the Secretary: How gendered task division in introductory physics labs can disrupt equitable learning
- (2020) Danny Doucette et al. EUROPEAN JOURNAL OF PHYSICS
- Why Are There So Few Women in Physics? Reflections on the Experiences of Two Women
- (2020) Danny Doucette et al. PHYSICS TEACHER
- Damage caused by women’s lower self-efficacy on physics learning
- (2020) Z. Yasemin Kalender et al. Physical Review Physics Education Research
- Gender Differences in Student Participation in an Active-Learning Classroom
- (2020) Stepfanie M. Aguillon et al. CBE-Life Sciences Education
- Using the Social Cognitive Theory Framework to Chart Gender Differences in the Developmental Trajectory of STEM Self-Efficacy in Science and Engineering Students
- (2020) John Stewart et al. Journal of Science Education and Technology
- How Perception of Being Recognized or Not Recognized by Instructors as a “Physics Person” Impacts Male and Female Students’ Self-Efficacy and Performance
- (2020) Yangqiuting Li et al. PHYSICS TEACHER
- Gendered patterns in the construction of physics identity from motivational factors
- (2019) Z. Yasemin Kalender et al. Physical Review Physics Education Research
- Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way
- (2019) Z. Yasemin Kalender et al. Physical Review Physics Education Research
- A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences
- (2018) Emily Marshman et al. CANADIAN JOURNAL OF PHYSICS
- Towards Meaningful Physics Recognition: What does this recognition actually look like?
- (2018) Zahra Hazari et al. PHYSICS TEACHER
- Female students with A’s have similar physics self-efficacy as male students with C’s in introductory courses: A cause for alarm?
- (2018) Emily M. Marshman et al. Physical Review Physics Education Research
- Is agreeing with a gender stereotype correlated with the performance of female students in introductory physics?
- (2018) Alexandru Maries et al. Physical Review Physics Education Research
- Why are some STEM fields more gender balanced than others?
- (2017) Sapna Cheryan et al. PSYCHOLOGICAL BULLETIN
- Gender stereotypes about intellectual ability emerge early and influence children’s interests
- (2017) Lin Bian et al. SCIENCE
- The Importance of High School Physics Teachers for Female Students’ Physics Identity and Persistence
- (2017) Zahra Hazari et al. PHYSICS TEACHER
- Meeting students halfway: Increasing self-efficacy and promoting knowledge change in astronomy
- (2017) Janelle M. Bailey et al. Physical Review Physics Education Research
- Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice
- (2016) Allison Godwin et al. JOURNAL OF ENGINEERING EDUCATION
- Discussing underrepresentation as a means to facilitating female students’ physics identity development
- (2016) Robynne M. Lock et al. Physical Review Physics Education Research
- Gender, experience, and self-efficacy in introductory physics
- (2016) Jayson M. Nissen et al. Physical Review Physics Education Research
- Males Under-Estimate Academic Performance of Their Female Peers in Undergraduate Biology Classrooms
- (2016) Daniel Z. Grunspan et al. PLoS One
- Expectations of brilliance underlie gender distributions across academic disciplines
- (2015) S.-J. Leslie et al. SCIENCE
- Seeing the Forest and the Trees: Research on Plant Science Teaching and Learning
- (2014) Diane Ebert-May et al. CBE-Life Sciences Education
- Leaderboards in a virtual classroom: A test of stereotype threat and social comparison explanations for women's math performance
- (2014) Katheryn R. Christy et al. COMPUTERS & EDUCATION
- Factors that affect the physical science career interest of female students: Testing five common hypotheses
- (2013) Zahra Hazari et al. Physical Review Special Topics-Physics Education Research
- Science faculty's subtle gender biases favor male students
- (2012) C. A. Moss-Racusin et al. PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA
- The Matilda Effect in science: Awards and prizes in the US, 1990s and 2000s
- (2012) Anne E. Lincoln et al. SOCIAL STUDIES OF SCIENCE
- Stereotype threat prevents perceptual learning
- (2010) R. J. Rydell et al. PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA
Publish scientific posters with Peeref
Peeref publishes scientific posters from all research disciplines. Our Diamond Open Access policy means free access to content and no publication fees for authors.
Learn MoreAdd your recorded webinar
Do you already have a recorded webinar? Grow your audience and get more views by easily listing your recording on Peeref.
Upload Now