ANALYSIS OF THE RELATIONSHIP BETWEEN PHYSICS IDENTITY AND ACADEMIC ACHIEVEMENT OF PHYSICS MAJORS

In order to gain a deeper understanding of the relationship between undergraduate students' identity with their physics major and their academic achievement, this research employed a physics identity scale developed by Hazari et al. to survey 225 physics students at School X. The results indicate that the overall physics identity of the students in the school is at a general level. In terms of differences in demographic variables, gender has a significant impact on physics identity, while grade has no significant effect. In terms of the relationship between physics identity and academic achievement, there was no significant correlation between physics identity and academic achievement overall. For the high identity group, there was no significant correlation between physics identity and academic achievement, while the general identity group showed a weak positive correlation (r=0.190, p<0.05), and the low identity group showed a significant negative correlation with academic achievement (r=-0.394, p<0.05). Based on these findings, relevant suggestions and countermeasures are proposed, with the aim of laying the foundation for exploring the models and pathways for cultivating physics major talents in higher education institutions.