TY - JOUR
T1 - Promoting high school students’ physics identity through explicit and implicit recognition,
AU - Wang, Jianlan
AU - Hazari, Zahra
PY - 2018/8/30
Y1 - 2018/8/30
N2 - 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
AB - 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
M3 - Article
SP - 12
JO - Physical Review Physics Educational Research
JF - Physical Review Physics Educational Research
ER -