Prior preparation and motivational characteristics mediate relations between gender and learning outcomes in introductory physics

Abstract

Prior work has shown that women are underrepresented and underperform in physics compared to men. A number of factors have been identified as contributing to these gaps such as stereotypes, prior knowledge, and student motivation, but less work has tested the relations between them. We have collected motivational data and performance outcomes on students in introductory physics courses over the past several years. In the current work, we investigate how students' prior preparation and motivation relate to their learning outcomes and the gender gap. The results show that students' prior preparation and self-efficacy beliefs mediate the relation between gender and learning outcomes. Identifying factors that impact learning outcomes in physics courses is important for developing and implementing pedagogies and interventions to help all students learn and eliminate the gender gap.