The Context Dependence of Physics Identity: Examining the Role of Performance/Competence, Recognition, Interest, and Sense of Belonging for Lower and Upper Female Physics Undergraduates

Autor/inn/en	Hazari, Zahra; Chari, Deepa; Potvin, Geoff; Brewe, Eric
Titel	The Context Dependence of Physics Identity: Examining the Role of Performance/Competence, Recognition, Interest, and Sense of Belonging for Lower and Upper Female Physics Undergraduates
Quelle	In: Journal of Research in Science Teaching, 57 (2020) 10, S.1583-1607 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hazari, Zahra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21644
Schlagwörter	Undergraduate Students; Females; Self Concept; Physics; Science Achievement; Competence; Recognition (Achievement); Science Interests; Group Membership + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Selbstkonzept; Physik; Kompetenz; Soziale Anerkennung; Gruppenzugehörigkeit
Abstract	While there is a growing body of work that examines disciplinary identity development, unlike qualitative work in this area, quantitative research has not fully incorporated the importance of different contexts, nor has it uniquely focused on underrepresented groups (in this case, women in physics). This study examines how the constructs posited by prior work as important for physics identity, as well as an additional theorized construct, may interrelate and affect female students' physics identity differently depending on the context. Context in this study refers to two different experiential levels in college. The constructs examined include performance/competence, recognition, and interest, as well as sense of belonging. In particular, we used structural equation modeling to examine the effect that these constructs have on the physics identity of two groups of female physics undergraduates: first year students and senior year students. The results reveal that the relationship of the theorized constructs with physics identity vary between the two groups as well as compared to prior research with broad college student populations (not just physics majors). Unlike broad college student populations, for our sample of female physics undergraduates, interest did not have a direct effect on physics identity while sense of belonging was significant only for senior year students. These results exemplify the importance of examining context or different types of student experiences when studying disciplinary identity development rather than generalizing previous frameworks to all contexts. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01