Inclusive Learning Environments Can Improve Student Learning and Motivational Beliefs

Autor/inn/en	Li, Yangqiuting; Singh, Chandralekha
Titel	Inclusive Learning Environments Can Improve Student Learning and Motivational Beliefs
Quelle	In: Physical Review Physics Education Research, 18 (2022) 2, Artikel 020147 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Yangqiuting) ORCID (Singh, Chandralekha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Inclusion; Physics; Science Instruction; Student Motivation; Self Efficacy; Scores; Gender Differences; Educational Environment; Females; Student Attitudes; Calculus; Introductory Courses; Scientific Concepts; Student Interests; Self Concept; Teacher Student Relationship; Correlation; Guidelines; Mechanics (Physics); Undergraduate Students; Measures (Individuals) + Suchen Sie Ihr Suchwort? Inklusion; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Geschlechterkonflikt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Weibliches Geschlecht; Schülerverhalten; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Einführungskurs; Studieninteresse; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Richtlinien; Mechanik; Messdaten
Abstract	We discuss an investigation of students' motivational beliefs and performance on the Force Concept Inventory (FCI) in a calculus-based introductory physics course at a large public university in the U.S. We investigated how students' perception of the inclusiveness of the learning environment (including perceived recognition, perceived effectiveness of peer interaction, and sense of belonging) predicts students' FCI scores and physics motivational beliefs (including self-efficacy, interest, and overall physics identity) at the end of the course after controlling for students' high school performance and their FCI scores and motivational beliefs at the beginning of the course. We find signatures of noninclusive learning environment in that female students' mean scores in physics motivational beliefs and perception of the inclusiveness of the learning environment were lower than male students', and the gender gap in students'self-efficacy increased from the beginning to the end of the course. Using structural equation modeling, we find that the gender differences in students' motivational beliefs and FCI scores were mediated by the different components of students' perception of the inclusiveness of the learning environment. In particular, students' perceived recognition, e.g., by instructors, was an important predictor of their overall physics identity, and their sense of belonging predicted their self-efficacy and FCI scores. Our findings can be valuable for contemplating guidelines for creating an inclusive learning environment in which all students can excel. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01