物理教师感知认可对女性自我效能感和兴趣的影响
The impact of perceived recognition by physics instructors on women's self-efficacy and interest
AI总结：
本研究通过分析38名女学生的访谈数据，探讨了物理教师和助教的感知认可对女性自我效能感、兴趣及STEM专业坚持意愿的影响，并为教育者提供了改善师生互动的建议。
摘要：
学生的自我效能感、兴趣以及来自他人的感知认可已被证明对其在特定领域的身份发展非常重要，而身份发展是学生职业决策的关键预测因素。先前的研究表明，学生的自我效能感和兴趣在他们在STEM领域的表现和坚持中起着重要作用。然而，关于教师的感知认可和肯定对学生自我效能感和兴趣的作用，目前的研究还非常有限。此外，先前的定量研究表明，女性在物理学中通常报告较低的感知认可、自我效能感和兴趣水平。在本研究中，我们分析了38名女学生的个人访谈数据，以调查她们在物理课程中的学习经历，从而获得对塑造其自我效能感和兴趣的因素的定性理解。我们发现，女学生从教师和助教（TAs）那里获得的消极和积极感知认可极大地影响了她们的自我效能感和兴趣，甚至影响了她们继续留在STEM专业的意愿。我们对女性在访谈中报告的不同类型的感知认可及其对她们的影响进行了分类。例如，许多女性报告称，她们在物理课程中因提问或努力而感到被轻视，这通常会对她们的自我效能感产生负面影响。这些发现可以帮助物理教育工作者开发更好的与学生互动的方式，以提供积极的认可和肯定，例如认可学生的努力和提问，表达对学生取得优异成绩能力的信心，并注意不要向学生传递无意的信息。我们的研究还表明，教师/助教需要注意的是，重要的不是他们的意图，而是他们对学生产生的影响。
英文摘要：
Students' self-efficacy, interest, and perceived recognition from others have been shown to be very important for the development of their identity in a given field, which is a critical predictor of students' career decisions. Prior research suggests that students' self-efficacy and interest play an important role in their performance and persistence in STEM fields. However, very little has been investigated about the role of perceived recognition and validation by instructors on students' self-efficacy and interest. Moreover, prior quantitative studies show that women often report a lower level of physics perceived recognition, self-efficacy and interest. In this study, we analyzed data from individual interviews with 38 female students to investigate their learning experiences in physics courses in order to obtain a qualitative understanding of the factors that shape their self-efficacy and interest. We find that female students' negative and positive perceived recognition from instructors and teaching assistants (TAs) greatly influenced their self-efficacy and interest and even impacted their desire to persist in STEM majors. We categorize different types of perceived recognition that women reported in our interviews and how they influenced them. For example, many women reported that they felt belittled for their questions or efforts in physics courses, which often negatively influenced their self-efficacy. These findings can help physics educators develop better ways to interact with students in order to provide positive recognition and validation, such as acknowledging students' efforts and questions, expressing faith in students' ability to excel, and being careful not to give unintended messages to students. Our research also suggests that it is important for instructors/TAs to note that it is not their intentions that matter but the impact they are having on their students.
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