Situated Expectancy-Value Theory in a Novel Context: Diverse Pathways to Motivation Among Technology Bootcamp Participants (Poster 38)

• In Event: AERA Poster Session Saturday 8:00 a.m.
  In Poster Session: Learning and Motivation in STEM

Abstract

Technology bootcamps offer brief, intensive training that equips adults with practical computing skills, fulfilling global employment needs unmet by traditional post-secondary institutions. Using situated-expectancy value theory (SEVT), we investigated the motivational experiences of adults in bootcamps. Participants reported high expectancy for success and value for the bootcamp with low perceived costs, with no significant motivational differences across demographic groups. Prior computing experiences and perceptions of stereotype threat predicted motivational beliefs, with qualitative differences observed between subgroups in acknowledging discrimination and sources of computing experience. Qualitative results also emphasized that positive prior experiences were crucial for high motivational beliefs, especially among women. Findings highlight the distinctiveness of bootcamp participants and the need for further research on SEVT in non-traditional education contexts.

Authors

• Jessica Hunter, McGill University

• Sanheeta Shankar, McGill University

• Samantha Mackie, University of Ottawa

• John Ranellucci, University of Ottawa

• Kristy A. Robinson, McGill University