Promoting high school students’ physics identity through explicit and implicit recognition,

This study is focused on student recognition beliefs as related to a role identity development. More specically, using the theoretical framework of physics identity and emotional scaolding, we investigate the impact of two types of recognizing strategies, i.e. explicit (ER) and implicit recognizing (IR), on high school students' sense of recognition and physics identity. ER is teachers directly conveying their acknowledgment of students' qualities or abilities, such as acknowledging good work and expressing faith in student ability, and IR is teachers indirectly acknowledging students' qualities or abilities via assigning them a position or a task that demands those qualities or abilities, such as valuing student opinions and assigning a challenging task. Through six longitudinal surveys for one year, we trace the physics identity development of 134 students from three high school physics classes as well as aspects related to physics identity construction including interest, competenc