Investigating Gender Differences in Test Anxiety, Self-efficacy, Mindset, Grade Penalty and Grades in Physics Courses: A Quest for Equity

Abstract: Students’ grades and motivational beliefs about physics can influence their performance and persistence in STEM disciplines, as well as their future career opportunities and goals. In recent years, many studies have used these outcomes as measures of equity in physics classrooms. Students from traditionally marginalized groups in physics may not have the support and resources needed to develop strong motivational beliefs in physics. In this dissertation, I investigate the relationship between gender, physics motivational beliefs and grade outcomes for students.

Through my quantitative studies, I first analyzed gender differences in students’ physics self-efficacy and test anxiety and how those constructs predict high-stakes test performance.  Next, I investigated how perception of the effectiveness of peer interactions can influence women and men’s physics self-efficacy, and how these measures predict performance. Additionally, I investigated gender differences in physics intelligence mindset and analyzed how mindset predicted course grades. Lastly, I investigated gender differences in grade penalties (defined as a lower grade in a course compared to the overall grade point average). These findings can be useful to instructors who aim to make their courses more iv equitable and inclusive for all students.