The longitudinal effects of STEM identity and gender on flourishing and achievement in college physics

International Journal of STEM Education

Table 5 Regression models for physics course grades on physics identification

	Model
	A	B
FCI baseline	.04	.02
	.15*	.09
	(.02)	(.02)
Physics identification baseline	.74	.74
	.69*	.6*
	(.08)	(.08)
Physics course grades		.27
		.17*
		(.120)
R ²	.57	.59
F	57.65	41.97
p > F	.0001	.0001
N	89	89

*p < .05. Values in each cell are unstandardized regression coefficients, standardized regression coefficients, and standard errors