Factors Influencing the Development and Evolution of Self-Efficacy and Sense of Belonging in a Physics Class

This study analyzes connections between self-efficacy and sense of belonging in introductory physics courses by measuring these variables at two time points within a semester. Using variable importance methods, 18 variables were identified as having some predictive significance to physics self-efficacy and belonging, including FMCE pretest scores, college and high school preparation variables, high school physics and math, personality variables, and demographics. These variables were then used to build multiple linear regression models to identify which were most significant, for both early-semester physics self-efficacy and belonging (SEE and BLE, respectively), and mid-semester measurements of these variables (SEM and BLM). Due to their highly correlated nature, regression models were built with and without using the variables to predict each other. When predicting SEE, the addition or omission of BLE as an independent variable did not significantly affect other predictors in the model. However, adding SEE to models predicting BLE saw almost all variables become insignificant. This analysis was repeated using mid-semester SEM and BLM to identify variables that remained important after controlling for SEE and BLE. While fewer variables contributed to SEM and BLM, several significant moderating interactions arose. Based on these results, path models are proposed as visual representations of the hypothesized relationships between physics self-efficacy and belonging development.