The motivational beliefs of students, who were mainly bioscience majors interested in careers in health professions, in mandatory large introductory level algebra-based physics courses were surveyed. Although female students outnumbered male students in these courses, they had lower physics motivational beliefs including self-efficacy and identity…

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…

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…

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…

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…