A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2018; you can also visit the original URL.
The file type is
Motivational characteristics of underrepresented ethnic and racial minority students in introductory physics courses
2017 Physics Education Research Conference Proceedings
Many hypotheses have been put forth to explain the under-representation and under-performance of historically marginalized racial and ethnic minority students in physics. While much research has focused on the relations between prior knowledge and performance, less work has examined the potential interactive role of student motivation. In particular, expectancy value theory posits that students' beliefs about their expectations for success (e.g., self-efficacy) and the value they associate withdoi:10.1119/perc.2017.pr.046 fatcat:xas2pjaxovhcfflooiatu6ahsm