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Li, Yangqiuting; Singh, Chandralekha – Physical Review Physics Education Research, 2023
Students' self-efficacy, interest, and perceived recognition from others in a given field have been shown to be very important for the development of their identity in that field, which is a critical predictor of students' major and career decisions. Prior research suggests that students' self-efficacy and interest play an important role in their…
Descriptors: Self Efficacy, Physics, Science Instruction, Student Interests
Brundage, Mary Jane; Singh, Chandralekha – Physical Review Physics Education Research, 2023
We discuss the development and validation of the long version of a conceptual multiple-choice survey instrument called the Survey of Thermodynamic Processes and First and Second Laws-Long suitable for introductory physics courses. This version of the survey instrument is a longer version of the original shorter version developed and validated…
Descriptors: Test Construction, Test Validity, Multiple Choice Tests, Thermodynamics
Kalender, Z. Yasemin; Marshman, Emily; Schunn, Christian D.; Nokes-Malach, Timothy J.; Singh, Chandralekha – Physical Review Physics Education Research, 2022
Physics is a science, technology, engineering, and mathematics discipline in which women are severely underrepresented. Prior work has identified motivation-based explanations for low participation and retention rates of women in physics. Among various motivational factors, intelligence mindsets (i.e., having fixed or growth mindsets) have been…
Descriptors: Student Attitudes, Physics, Gender Differences, Student Motivation
Malespina, Alysa; Singh, Chandralekha – Physical Review Physics Education Research, 2022
Creating equitable learning environments has been an area of significant focus for physics education researchers in recent years. Here we introduce a framework that posits that grade penalty is a measure of academic self-concept and investigate if there are gender differences in grade penalties in physics courses for students majoring in physics.…
Descriptors: Science Instruction, Gender Differences, Grades (Scholastic), Physics
Cwik, Sonja; Singh, Chandralekha – Physical Review Physics Education Research, 2022
Students' self-efficacy in physics classes can play a key role in shaping course outcomes. Prior research has shown that women have a lower self-efficacy than men in calculus-based introductory physics courses. We administered a validated survey to 564 students to investigate the gender differences in self-efficacy and how it predicts student…
Descriptors: Gender Differences, Self Efficacy, Physics, Science Instruction
Li, Yangqiuting; Singh, Chandralekha – Physical Review Physics Education Research, 2022
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…
Descriptors: Inclusion, Physics, Science Instruction, Student Motivation
Cwik, Sonja; Singh, Chandralekha – Physical Review Physics Education Research, 2022
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…
Descriptors: Student Attitudes, Physics, Science Instruction, Grades (Scholastic)
Li, Yangqiuting; Singh, Chandralekha – Physical Review Physics Education Research, 2022
We investigated students' physics motivational beliefs including their physics self-efficacy, interest, perceived recognition, and identity in a traditionally taught two-semester college calculus-based introductory physics sequence (referred to as physics 1 and physics 2). We studied whether and how these motivational beliefs evolve in this course…
Descriptors: Gender Differences, Physics, Student Motivation, Student Attitudes
Cwik, Sonja; Singh, Chandralekha – Physical Review Physics Education Research, 2022
Student motivational beliefs in introductory physics courses can influence their course outcomes as well as their retention in science, technology, engineering, and mathematics disciplines and future career aspirations. Prior research has shown that students' perceived recognition by others as a physics person is important in predicting their…
Descriptors: College Students, Females, Physics, Science Instruction
Cwik, Sonja; Singh, Chandralekha – Physical Review Physics Education Research, 2022
Societal stereotypes and biases about who belongs in physics and who can excel in it can impact the physics beliefs, including their self-efficacy, interest, and identity, e.g., of women in physics courses. Exploring these beliefs longitudinally and analyzing how different beliefs predict students' physics identity are important for developing a…
Descriptors: Gender Differences, Sex Stereotypes, Physics, Science Education
Maries, Alexandru; Brundage, Mary Jane; Singh, Chandralekha – Physical Review Physics Education Research, 2022
The Conceptual Survey of Electricity and Magnetism (CSEM) is a multiple-choice survey that contains a variety of electricity and magnetism concepts from Coulomb's law to Faraday's law at the level of introductory physics used to help inform instructors of student mastery of those concepts. Prior studies suggest that many concepts on the survey are…
Descriptors: Physics, Energy, Graduate Students, Teaching Methods
Whitcomb, Kyle M.; Guthrie, Matthew W.; Singh, Chandralekha; Chen, Zhongzhou – Physical Review Physics Education Research, 2021
In two earlier studies, we developed a new method to measure students' ability to transfer physics problem-solving skills to new contexts using a sequence of online learning modules, and implemented two interventions in the form of additional learning modules designed to improve transfer ability. The current paper introduces a new data analysis…
Descriptors: Accuracy, Measurement Techniques, Electronic Learning, Learning Modules
Cwik, Sonja; Singh, Chandralekha – Physical Review Physics Education Research, 2021
Societal stereotypes and biases pertaining to who belongs in physics and who can excel in it can impact motivational beliefs of women in physics courses. Prior research has shown that women have lower physics self-efficacy than men in physics courses in which women are underrepresented. However, prior research has generally not investigated…
Descriptors: Sex Stereotypes, Gender Bias, Physics, Self Efficacy
Li, Yangqiuting; Singh, Chandralekha – Physical Review Physics Education Research, 2021
Students' motivational beliefs about physics can influence their learning outcomes as well as retention in their majors and career choices. Moreover, due to societal stereotypes and biases about who belongs in physics and can succeed in physics, women often have lower motivational beliefs about physics than men. The expectancy-value theory…
Descriptors: Gender Differences, Females, Self Efficacy, Student Interests
Cwik, Sonja; Singh, Chandralekha – Physical Review Physics Education Research, 2021
Student grades and motivational outcomes in introductory physics courses can influence their retention in science, technology, engineering, and mathematics disciplines and future career aspirations. We surveyed students in mandatory large introductory level algebra-based physics courses for bioscience majors at a large research university. The…
Descriptors: Introductory Courses, Grades (Scholastic), Physics, Science Instruction