Examining the physics identity landscape over one semester of introductory physics

In this study, we seek to better understand student motivation and how students identify with physics through the framing of utility value and physics identity (recognition, interest, performance/competence beliefs). Given that previous research has primarily examined the factors that shape students' physics identity through cross-sectional analysis, this study seeks to add to the literature by examining physics identity over time. We look at how physics identity at the beginning of high school physics courses relates to and compares to identity at the end. We conducted a path analysis to investigate the longitudinal structural relationships between pre-and post-measures of utility value and physics identity constructs and utilized t-tests to understand how these constructs compared from the beginning of the course to the end, particularly for students with marginalized identities in physics. A regression was also conducted to further investigate correlational patterns between marginalized identities and physics identity measures, utility value, and future intentions to pursue a career in physics. The results highlight the importance of recognition for all students.