物理专业学生在自我效能感、兴趣、身份认同、归属感、感知认可及同伴互动有效性方面的进展及其与非物理专业学生和博士生的比较
Progression in self-efficacy, interest, identity, sense of belonging, perceived recognition and effectiveness of peer interaction of physics majors and comparison with non-majors and Ph.D. students
AI总结：
基于五年调查数据，比较物理专业学生、非物理专业学生和博士生的科学信念发展，发现物理专业学生的信念水平整体稳定且优于非专业学生，感知认同是物理身份认同的最佳预测因子。
摘要：
近年来，科学信念——如自我效能感、兴趣、身份认同、归属感、感知认可及同伴互动有效性——在科学教育中的重要性日益得到认可。本研究利用美国一所大型研究型大学五年间收集的经过验证的调查数据，调查对象包括第一学年的非物理专业学生、整个本科阶段的物理专业学生以及第一学年的物理博士生。我们发现，第一学年的物理专业学生在调查项目上的回答比同修入门课程的非物理专业同学更为积极，其中差异最大的是感知认可、兴趣和物理身份认同，而在自我效能感、同伴互动感知和归属感方面的差异相对较小。此外，物理专业学生在本科课程从第一学年到最后一学年的各个信念的平均调查回答随时间基本保持稳定，并且与博士生的回答相当。这表明学生在调整自己对调查项目的解释，以匹配当前阶段对他们所期望的专业水平。唯一的例外出现在第二学年，此时同伴互动和归属感降至最低点。此外，物理身份认同在第四学年降至最低值，此时许多学生正在考虑本科毕业后是继续从事物理研究还是转向其他领域。我们还发现，在物理专业学生的整个物理教育过程中，感知认同是物理身份认同的最佳预测因子，这表明教师在整个教育过程中有意识地认可和肯定学生的重要性。
英文摘要：
The importance of science beliefs such as self-efficacy, interest, identity, sense of belonging, perceived recognition and effectiveness of peer interaction in science education has been increasingly recognized in recent years. Here, we use five years of data from a validated survey administered to non-majors during their first year, physics majors throughout their undergraduate education, and first-year physics Ph.D. students at a large research university in the US. We find that physics majors in the first-year responded to the survey prompts more positively than their non-physics major peers who were in the same introductory courses, with the largest differences in perceived recognition, interest, and physics identity and somewhat smaller differences in self-efficacy, perception of peer interaction, and sense of belonging. Further, the average survey responses of physics majors for each belief remain largely constant over time from their first-year of the undergraduate curriculum through the last year and comparable to the Ph.D. students. This suggests that students are adjusting their interpretation of the survey items to match the current level of expertise expected of them. One exception occurs in the second year, when peer interaction and sense of belonging reach a minimum. Moreover, physics identity dips to the lowest value in the fourth year when many students are contemplating continuing in physics beyond their undergraduate years or switching fields. We also find that perceived recognition is the best predictor of physics identity for physics majors throughout their entire physics education, pointing to the importance of instructors making a concerted effort to recognize and affirm their students throughout their education.
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