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In this study, we adapt prior identity framework to investigate the effect oflearning environment (including perceived recognition, peer interaction andsense of belonging) on students' physics self-efficacy, interest and identityby controlling for their self-efficacy and interest at the beginning of acalculus-based introductory physics course. We surveyed 1203 students, 35% ofwhom were women. We found that female students' physics self-efficacy andinterest were lower than male students' at the beginning of the course, and thegender gaps in these motivational constructs became even larger by the end ofthe course. Analysis revealed that the decrease in students' physicsself-efficacy and interest were mediated by the learning environment andultimately affected students' physics identity. Our model shows that perceivedrecognition played a major role in explaining students' physics identity, andstudents' sense of belonging in physics played an important role in explainingthe change in students' physics self-efficacy.

How learning environment predicts male and female students' physics motivational beliefs in introductory physics courses