被教师认同或不被教师认同为“物理人”的知觉对男女生自我效能感和表现的影响
How perception of being recognized or not recognized by instructors as a "physics person" impacts male and female students' self-efficacy and performance
摘要：
我们讨论了一项研究，在第一年的大学物理科学和工程专业的物理入门课程，表明妇女，平均而言，感觉不太承认他们的物理教师比男性学生谁可以擅长物理。我们还讨论了如何这种缺乏感知的积极承认有关物理会对他们的自我效能和表现的过程中产生不利影响。我们建议物理教师不要吝啬于对学生的赞扬，并有意识地努力积极承认学生的努力和进步，只要有机会。对女学生的采访表明，教师应注意不要向学生传达无意的信息，例如，因为表扬一个学生的聪明才智会让其他学生觉得他们不具备在物理学上出类拔萃的条件。采访还表明，当学生就物理问题向教师寻求帮助时，如果教师无意中将这些问题标记为“简单”，“琐碎”或“显而易见”，也会使学生感到困惑。教师无意中发表的这类评论贬低了学生的地位，对学生的努力和进步缺乏积极的认可，这可能对包括妇女在内的代表性不足的群体的学生产生最不利的影响。
英文摘要：
We discuss a study in a first year college introductory physics course for physical science and engineering majors that shows that women, on average, feel less recognized by their physics instructors than men as students who can excel in physics. We also discuss how this lack of perceived positive recognition pertaining to physics can adversely affect their self-efficacy and performance in the course. We recommend that physics instructors not be parsimonious in their praise of students and make a conscious effort to positively recognize their students for their effort and progress whenever an opportunity arises. Interviews with female students suggest that instructors should be careful not to give unintended messages to students, e.g., by praising some students for brilliance or intelligence as opposed to their effort because praising a student for brilliance can convey to other students that they do not have what is required to excel in physics. Interviews also suggest that when students ask instructors for help on physics problems, if instructors inadvertently label those problems as "easy", "trivial" or "obvious", it can also make students feel disparaged. The perception of being belittled by these kinds of unintended comments by instructors as well as a lack of positive recognition for good effort and progress have the potential to most adversely impact students from underrepresented groups including women.
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