Exploring Gender Differences in Computer Science Motivation Among Japanese Primary School Students
Abstract
This study aimed to examine gender differences in the computer science motivation of Japanese primary school students using Eccles' expectancy-value theory and to explore the motivational factors contributing to such differences. The results suggested that girls had lower self-efficacy, less interest in learning programming, and a greater concern about failure in programming than boys. Furthermore, within the components of the expectancy-value theory, sixth-grade girls may have initiated their motivation for learning programming with intrinsic value before extending it to other components. These findings indicate that gender differences in computer science motivation may emerge as early as primary school and point to potential motivational factors that may underlie these differences.
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