A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences

The lack of diversity and the under-performance of underrepresented students in STEM courses have been the focus of researchers in the last decade. In particular, many hypotheses have been put forth for the reasons for the underrepresentation and under-performance of women in physics. Here, we present a framework for helping all students learn in science courses that takes into account four factors: 1) the characteristics of instruction and learning tools, 2) implementation of instruction and learning tools, 3) student characteristics, and 4) the students’ environments. While there has been much research on factor 1 (characteristics of instruction and learning tools), there has been less focus on factor 2 (students’ characteristics, and in particular, motivational factors). Here, we focus on the baseline characteristics of introductory physics students obtained from survey data to inform factor 2 of the framework. A longitudinal analysis of students’ motivational characteristics in two-semester introductory physics courses was performed by administering preand post-surveys that evaluated students’ self-efficacy, grit, fascination with physics, value associated with physics, intelligence mindset, and physics epistemology. We found that female students reported lower levels of self-efficacy, fascination and value associated with physics, and held a more “fixed” view of intelligence in the context of physics compared to male students. Female students’ fascination and value associated with physics decreased significantly more than males’ after an introductory physics course sequence. In addition, females’ view of physics intelligence became more “fixed” compared to males’ by the end of an introductory physics course sequence. Grit was the only factor on which females reported averages that were equal to or higher than males throughout introductory physics courses. The findings inform the framework and have implications for the development and implementation of effective pedagogies and learning tools to help all students learn.