  In this study, we adapt prior identity framework to investigate the effect of
learning environment (including perceived recognition, peer interaction and
sense of belonging) on students' physics self-efficacy, interest and identity
by controlling for their self-efficacy and interest at the beginning of a
calculus-based introductory physics course. We surveyed 1203 students, 35% of
whom were women. We found that female students' physics self-efficacy and
interest were lower than male students' at the beginning of the course, and the
gender gaps in these motivational constructs became even larger by the end of
the course. Analysis revealed that the decrease in students' physics
self-efficacy and interest were mediated by the learning environment and
ultimately affected students' physics identity. Our model shows that perceived
recognition played a major role in explaining students' physics identity, and
students' sense of belonging in physics played an important role in explaining
the change in students' physics self-efficacy.
