How learning environment predicts male and female students’ physics motivational beliefs in introductory physics courses

Abstract

Students’ self-efficacy, interest and identity in physics can influence their learning, performance and career decisions. Therefore, we investigated the impact of learning environment on male and female students’ physics self-efficacy, interest and identity in calculus-based introductory physics. Findings can be useful in creating equitable and inclusive learning environments in which all students can thrive. We thank the National Science Foundation for support.