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Investigating students’ perceptions of resources and positive experiences in introductory physics

Corrales, Jovan Tyler King (2024) Investigating students’ perceptions of resources and positive experiences in introductory physics. Undergraduate Thesis, University of Pittsburgh. (Unpublished)

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We use the biopsychosocial model of challenge and threat in an effort to better understand how the types of resources and experiences students draw upon to navigate the demands in an introductory physics course. We attempt to quantify students’ open-ended responses from a survey to find what experiences they find positive and what resources they use to try to succeed in an introductory physics course at four different timepoints across a semester in two different cohorts. The categories for positive experiences were achievement and competence, working with others, learning about the subject, other good, and no good and negative. The resource categories were individual, classroom, outside, and other people. We found that students' experiences emphasize achievement and competence in a course above working with others and learning more about the subject. For resources, students use more classroom and social support than outside and individual resources, with instances of classroom resources increasing over the semester and outside, social support, and individual resources were reported less often over the same time period. This research has implications for future research into students’ learning in STEM subjects.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Corrales, Jovan Tyler Kingjovant.corrales@gmail.comJTC920009-0002-0870-7695
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairNokes-Malach, Timothynokes@pitt.edunokes@pitt.edu0000-0001-9707-1726
Committee MemberGalla, Briangallabri@pitt.edugallabri@pitt.edu0000-0003-4895-6311
Committee MemberBenson-Greenwald, Tessatmb127@pitt.edutmb127@pitt.edu0000-0002-6256-0981
Committee MemberGood, Melaniemlgood@pitt.edumlgood@pitt.edu0000-0001-8254-4287
Committee MemberKuo, Ericekuo@illinois.edu0000-0001-5292-6188
Date: 30 April 2024
Date Type: Publication
Defense Date: 12 April 2024
Approval Date: 30 April 2024
Submission Date: 26 April 2024
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 47
Institution: University of Pittsburgh
Schools and Programs: David C. Frederick Honors College
Dietrich School of Arts and Sciences > Psychology
Degree: BPhil - Bachelor of Philosophy
Thesis Type: Undergraduate Thesis
Refereed: Yes
Uncontrolled Keywords: physics education research, undergraduate, psychological challenge, psychological threat, students, open-ended coding
Date Deposited: 30 Apr 2024 14:45
Last Modified: 30 Apr 2024 14:45

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