Short-Term Expectancy and Value Trajectories in Introductory Computer Science Courses

• In Event: STEM Motivation and Empowerment Across Secondary School and College: What Do We Know and Where Do We Go From Here?

Abstract

We explored short-term motivational trajectories in introductory computer science courses. Latent change score analyses revealed significant declines in expectancy over time, while attainment value showed slight increases towards the midpoint of the semester. The findings also highlight the predictive effect of earlier course performance on expectancy and attainment value trajectories. Results indicate average motivational declines may be most dramatic in earlier weeks of a semester, and the relationship between course performance and motivational changes during different periods of the semester. It is important to understand potential motivational challenges students might face in the first few weeks of the semester and provide motivationally supportive instructional methods (e.g., concrete feedback) with regard to course assessments to mitigate these challenges.

Authors

• So Yeon Lee, McGill University

• Ella Christiaans, McGill University

• Kristy A. Robinson, McGill University