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The importance of science beliefs such as self-efficacy, interest, identity,sense of belonging, perceived recognition and effectiveness of peer interactionin science education has been increasingly recognized in recent years. Here, weuse five years of data from a validated survey administered to non-majorsduring their first year, physics majors throughout their undergraduateeducation, and first-year physics Ph.D. students at a large research universityin the US. We find that physics majors in the first-year responded to thesurvey prompts more positively than their non-physics major peers who were inthe same introductory courses, with the largest differences in perceivedrecognition, interest, and physics identity and somewhat smaller differences inself-efficacy, perception of peer interaction, and sense of belonging. Further,the average survey responses of physics majors for each belief remain largelyconstant over time from their first-year of the undergraduate curriculumthrough the last year and comparable to the Ph.D. students. This suggests thatstudents are adjusting their interpretation of the survey items to match thecurrent level of expertise expected of them. One exception occurs in the secondyear, when peer interaction and sense of belonging reach a minimum. Moreover,physics identity dips to the lowest value in the fourth year when many studentsare contemplating continuing in physics beyond their undergraduate years orswitching fields. We also find that perceived recognition is the best predictorof physics identity for physics majors throughout their entire physicseducation, pointing to the importance of instructors making a concerted effortto recognize and affirm their students throughout their education.

research in science education

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