The Impact of Course Perceptions on Motivational Beliefs in a Computer Science Course Over Time

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Abstract

This longitudinal study investigates how undergraduate computer science students' perceptions of course motivational climate evolve over a semester and their impact on motivational beliefs, considering gender differences. Using the MUSIC Model and Situated Expectancy-Value Theory, the research analyzed course perceptions and motivational beliefs across four survey waves. Results show a general decline in perceptions over time, with notable gender differences: female students experienced more significant negative changes, particularly in empowerment and success perceptions. Perceptions of success, usefulness, and interest were significant predictors of motivational beliefs, including expectancy for success, identity, and belonging. The findings highlight the need for targeted interventions to enhance student motivation, especially for underrepresented groups.

Author

• Zeynep Ambarkutuk, Virginia Tech