物理专业学生学习动机的根源：恐惧与正直
The roots of physics students' motivations: Fear and Integrity
摘要：
很多时候，物理学生被失败和孤立的感觉所困扰，而不是体验物理学所提供的发现的创造性乐趣。本论文的研究是建立在一个教师的愿望，使物理课令人兴奋和激励他的学生。这项工作探讨了学习环境的各个方面如何与学生的动机相互作用。这项工作使用定性和定量的方法来探讨学生如何动机从事物理和他们如何感受自己，而从事物理。本论文收集了四项研究，最终从社会文化的角度对动机和身份进行了研究。这种观点使用了学生如何体验物理学的两个极端作为理解动机的镜头：恐惧和自我保护与正直和自我表达。而不是将动机视为学生的属性，或将学生视为天生对物理感兴趣或不感兴趣，动机和身份的理论视角有助于研究学习环境的特征，这些特征决定了学生如何通过物理课体验自己。这种观点强调了在物理学的背景下感受归属感的重要性，以及教师通过构建课堂学习环境来塑造学生动机的力量。研究结果表明，学生在物理课上体验自己的不同方式如何影响他们的表现和对物理的兴趣。最后，本文提出了一套物理学习环境设计原则，以促进学生之间的整合和完整性。
英文摘要：
Too often, physics students are beset by feelings of failure and isolation rather than experiencing the creative joys of discovery that physics has to offer. This dissertation research was founded on the desire of a teacher to make physics class exciting and motivating to his students. This work explores how various aspects of learning environments interact with student motivation. This work uses qualitative and quantitative methods to explore how students are motivated to engage in physics and how they feel about themselves while engaging in physics. The collection of four studies in this dissertation culminates in a sociocultural perspective on motivation and identity. This perspective uses two extremes of how students experience physics as a lens for understanding motivation: fear and self-preservation versus integrity and self-expression. Rather than viewing motivation as a property of the student, or viewing students as inherently interested or disinterested in physics, the theoretical perspective on motivation and identity helps examine features of the learning environments that determine how students experience themselves through physics class. This perspective highlights the importance of feeling a sense of belonging in the context of physics and the power that teachers have in shaping student motivations through the construction of their classroom learning environments. Findings demonstrate how different ways that students experience themselves in physics class impact their performance and interest in physics. This dissertation concludes with a set of design principles that can foster integration and integrity among students in physics learning environments.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
