How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics

Abstract

Student outcomes in introductory physics courses influence their retention in STEM disciplines and future career aspirations. This study investigates how the learning environment predicts male and female students’ outcomes, including grade, self-efficacy, interest, and identity. These findings can be useful to provide support and to create an equitable and inclusive learning environment to help all students excel in algebra-based physics courses.