Students' Sense of Belonging in Introductory Physics Course for Bioscience Majors Predicts Their Grade

Autor/inn/en	Cwik, Sonja; Singh, Chandralekha
Titel	Students' Sense of Belonging in Introductory Physics Course for Bioscience Majors Predicts Their Grade
Quelle	In: Physical Review Physics Education Research, 18 (2022) 1, Artikel 010139 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cwik, Sonja) ORCID (Singh, Chandralekha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Attitudes; Physics; Science Instruction; Grades (Scholastic); Gender Differences; Predictor Variables; Student Motivation; Group Membership; Introductory Courses; Majors (Students); Grade Point Average; College Entrance Examinations; Scores; Mathematics Achievement; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Schülerverhalten; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Notenspiegel; Geschlechterkonflikt; Prädiktor; Schulische Motivation; Gruppenzugehörigkeit; Einführungskurs; Aufnahmeprüfung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Student sense of belonging in physics classes may not only play a key role in shaping course outcomes but also influence student persistence and future career aspirations. Prior research has shown that women have a lower sense of belonging than men in calculus-based introductory physics courses. However, prior research has generally not investigated students' sense of belonging in introductory physics courses in which women are not underrepresented. We administered a validated survey to investigate the sense of belonging of 814 students and how it predicts student grades in a mandatory introductory physics course primarily for bioscience majors. In particular, we investigated how students' sense of belonging predicts female and male students' grade at the end of the mandatory physics course for bioscience majors using structural equation modeling. We found that women had a lower sense of belonging and grade than men in this course and that the students' sense of belonging played a major role in predicting students' grade in the course. In addition, while men's sense of belonging significantly increased from the beginning to the end of the physics course, women's sense of belonging did not significantly change by the end of the course. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01