Longitudinal analysis of self-efficacy and belonging in introductory physics courses

Using four time-point data from 1,472 students, we measured the development of Physics Self-Efficacy and Belonging across introductory mechanics and electricity & magnetism (E&M) courses. Physics Self-Efficacy significantly decreased between the beginning and middle of the semester. However, by the start of the next course, Self-Efficacy increased to its original levels, having no significant difference between similar time points in either course, but decreasing overall from mechanics to E&M. Belonging across introductory physics courses was generally constant, with only one statistically significant interaction. Both Self-Efficacy and Belonging were stratified into the 25th and 75th percentiles of course grades to observe if the same patterns held, which they did not for different groups. Data from 6,413 students across 17 semesters was also used to illustrate changes in Physics Self-Efficacy and Belonging over time at large. While there were multiple significant differences across mechanics courses, there were few to none for E&M, though no significant patterns emerged overall. Lastly, multiple linear regression analyses were employed to determine which high school and college variables were most responsible for predicting Physics Self-Efficacy and Belonging scores.