Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses

Motivational outcomes of the science outreach lab S'Cool LAB at CERN: A multilevel analysis

“…On the other hand, physics instruction in regular settings has been found to have negative effects on female learners' interest and self‐concept at secondary level I (Häussler & Hoffmann, 2002). More recently, similar findings were reported at university level: Li and Singh (2021) found that a lecture‐based physics learning environment even increased gender gaps in the motivational constructs self‐efficacy and interest. Moreover, Nissen and Shemwell (2016) report a similar detrimental effect of interactive‐engagement physics courses for female learners' self‐efficacy.…”

Sources of gender differences in competency beliefs and retention in an introductorypremedicalscience course

“…The finding that actual understanding of physics content is poorly aligned with students' competency beliefs in physics further draws attention to the importance of competency beliefs as its own target of intervention (i.e., it is not enough to just improve understanding of the content; students need to feel competent, too). Interestingly, our findings suggest that competency beliefs contribute indirectly to retention through their effect on grades, supporting some prior findings in the literature (Perez et al, 2014;Sawtelle, Brewe, Goertzen, & Kramer, 2012;Kalender et al, 2020;Li & Singh, 2021) while failing to replicate the results found with high performing students in the context of an Organic Chemistry course . It may be for this group of high-performing women, the reduced variance in performance feedback made internal attributions of success like perceived effort and ability beliefs more salient than grades, while this was not the case in a sample with a broader performance distribution (Bar-Tal & Frieze, 1977;Beyer & Bowden, 1997).…”

The Association between University Students’ Achievement Goal Orientation and Academic Engagement: Examining the Mediating Role of Perceived School Climate and Academic Self-Efficacy

“…Positive student experiences in the school environment can counteract feelings of incompetence [40] and ameliorates the influence on one's willingness to learn [41]. The learning environment can trigger changes in the ASE; this learning environment creates a sense of belonging to the subject, which is an important cause of change in ASE [42]. The more positive learning experiences teachers bring to students, the higher their ASE and the more actively they are involved in learning [43].…”