Assessing gender differences in the model of physics academic self-concept

• Main Author: Mojtaba Jahanifar (Author)
• Format: Book
• Published: Shahid Chamran University of Ahvaz, 2022-05-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2008-8817; 2588-672X; 10.22055/edus.2022.39113.3300
• Keywords: physics education; academic self-concept; gender differences; sem; Education; L
• Source: مجله علوم تربیتی, Vol 29, Iss 1, Pp 81-102 (2022)

IntroductionThe academic self-concept is a multidimensional structure, which can be defined and measured specifically in each field of study. The idea that having a positive academic self-concept can have positive educational consequences is trending. Academic self-concept is an individual's self-evaluation and self-perception of his/her general ability in a specific academic domain. Academic self-concept can play an influential role in one's academic motivation and academic choices So far, models have been developed for science, followed by instruments for measuring academic self-concept, including physics as a branch of science. If we seek more profound and more effective teaching and learning methods in physics education, our greater awareness of the physics academic self-concept and a better understanding of its impact will play a decisive role in the learning process. a combination of direct educational interventions (such as improving academic self-concept) and indirect educational interventions (like improving knowledge and skills) are the among most successful ways to achieve the desired learning outcomes. Therefore, it is crucial to have a deep understanding of student's academic self-concept in physics. The study objective was to investigate the relationship between physics academic self-concept and gender differences in Iranian students.MethodData were collected from a sample of 603 male and female students in the science-based and calculus-based disciplines of the tenth to twelfth grades of Iranian secondary high schools. Confirmatory factor analysis and psychometric methods were used to standardize the Physics Academic Self-Concept Questionnaire. ResultsThe results showed that the academic self-concept questionnaire has an appropriate structural validity and the relationship between the physics academic self-concept and students' gender is significant.DiscussionThe structure of the physics academic self-concept model was different between boys and girls, and female students had lower academic self-concept scores than male students. It is suggested that gender differences be considered in physics education and the necessary intervention be made to improve the physics academic self-concept in Iranian schools.