Early programming education and career orientation: The effects of gender, self-efficacy, motivation and stereotypes

Efthimia Aivaloglou; Felienne Hermans

doi:10.1145/3287324.3287358

Early programming education and career orientation: The effects of gender, self-efficacy, motivation and stereotypes

Efthimia Aivaloglou, Felienne Hermans

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Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

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Abstract

Programming education currently begins at the elementary school age. In this paper we are exploring what affects the learning performance of young students in programming classes. We present the results collected during an eight-week experimental Scratch programming course run in elementary schools. We emphasize factors that have been found to affect learning performance in adult students, including self-efficacy and motivation, and measure how they affect students of this age group. We further explore the students' view of programming as a career path, and measure the effects of the course, their performance, and the stereotypes that they assume for computer scientists. We find that students' intrinsic and extrinsic motivation and previous programming experience are important factors, being strongly correlated with their self-efficacy and their inclination towards a CS career. For female students only, we also find CS career orientation to be strongly correlated with their self-efficacy.

Original language	English
Title of host publication	SIGCSE '19
Subtitle of host publication	Proceedings of the 50th ACM Technical Symposium on Computer Science Education, Minneapolis, MN, USA, February 2019
Place of Publication	New York
Publisher	Association for Computing Machinery (ACM)
Pages	679-685
Number of pages	7
ISBN (Electronic)	9781450358903
ISBN (Print)	9781450358903
DOIs	https://doi.org/10.1145/3287324.3287358
Publication status	Published - 22 Feb 2019
Event	The 50th ACM Technical Symposium on Computer Science Education - Minneapolis, United States Duration: 27 Feb 2019 → 2 Mar 2019 Conference number: 50 https://sigcse2019.sigcse.org/info/cfp.html

Conference

Conference	The 50th ACM Technical Symposium on Computer Science Education
Abbreviated title	SIGCSE 2019
Country/Territory	United States
City	Minneapolis
Period	27/02/19 → 2/03/19
Internet address	https://sigcse2019.sigcse.org/info/cfp.html

Keywords

CS career orientation
K12
Programming education
Scratch
Self-efficacy

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10.1145/3287324.3287358

sigsce2019-aivaloglouLicence: Unspecified

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Aivaloglou, E., & Hermans, F. (2019). Early programming education and career orientation: The effects of gender, self-efficacy, motivation and stereotypes. In SIGCSE '19: Proceedings of the 50th ACM Technical Symposium on Computer Science Education, Minneapolis, MN, USA, February 2019 (pp. 679-685). Association for Computing Machinery (ACM). https://doi.org/10.1145/3287324.3287358

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title = "Early programming education and career orientation: The effects of gender, self-efficacy, motivation and stereotypes",

abstract = "Programming education currently begins at the elementary school age. In this paper we are exploring what affects the learning performance of young students in programming classes. We present the results collected during an eight-week experimental Scratch programming course run in elementary schools. We emphasize factors that have been found to affect learning performance in adult students, including self-efficacy and motivation, and measure how they affect students of this age group. We further explore the students' view of programming as a career path, and measure the effects of the course, their performance, and the stereotypes that they assume for computer scientists. We find that students' intrinsic and extrinsic motivation and previous programming experience are important factors, being strongly correlated with their self-efficacy and their inclination towards a CS career. For female students only, we also find CS career orientation to be strongly correlated with their self-efficacy.",

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booktitle = "SIGCSE '19",

publisher = "Association for Computing Machinery (ACM)",

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Aivaloglou, E & Hermans, F 2019, Early programming education and career orientation: The effects of gender, self-efficacy, motivation and stereotypes. in SIGCSE '19: Proceedings of the 50th ACM Technical Symposium on Computer Science Education, Minneapolis, MN, USA, February 2019. Association for Computing Machinery (ACM), New York, pp. 679-685, The 50th ACM Technical Symposium on Computer Science Education, Minneapolis, Minnesota, United States, 27/02/19. https://doi.org/10.1145/3287324.3287358

Early programming education and career orientation: The effects of gender, self-efficacy, motivation and stereotypes. / Aivaloglou, Efthimia; Hermans, Felienne.
SIGCSE '19: Proceedings of the 50th ACM Technical Symposium on Computer Science Education, Minneapolis, MN, USA, February 2019. New York: Association for Computing Machinery (ACM), 2019. p. 679-685.

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

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T1 - Early programming education and career orientation

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AU - Hermans, Felienne

N1 - Conference code: 50

PY - 2019/2/22

Y1 - 2019/2/22

N2 - Programming education currently begins at the elementary school age. In this paper we are exploring what affects the learning performance of young students in programming classes. We present the results collected during an eight-week experimental Scratch programming course run in elementary schools. We emphasize factors that have been found to affect learning performance in adult students, including self-efficacy and motivation, and measure how they affect students of this age group. We further explore the students' view of programming as a career path, and measure the effects of the course, their performance, and the stereotypes that they assume for computer scientists. We find that students' intrinsic and extrinsic motivation and previous programming experience are important factors, being strongly correlated with their self-efficacy and their inclination towards a CS career. For female students only, we also find CS career orientation to be strongly correlated with their self-efficacy.

AB - Programming education currently begins at the elementary school age. In this paper we are exploring what affects the learning performance of young students in programming classes. We present the results collected during an eight-week experimental Scratch programming course run in elementary schools. We emphasize factors that have been found to affect learning performance in adult students, including self-efficacy and motivation, and measure how they affect students of this age group. We further explore the students' view of programming as a career path, and measure the effects of the course, their performance, and the stereotypes that they assume for computer scientists. We find that students' intrinsic and extrinsic motivation and previous programming experience are important factors, being strongly correlated with their self-efficacy and their inclination towards a CS career. For female students only, we also find CS career orientation to be strongly correlated with their self-efficacy.

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KW - Scratch

KW - Self-efficacy

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DO - 10.1145/3287324.3287358

M3 - Conference Article in proceeding

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BT - SIGCSE '19

PB - Association for Computing Machinery (ACM)

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ER -

Aivaloglou E, Hermans F. Early programming education and career orientation: The effects of gender, self-efficacy, motivation and stereotypes. In SIGCSE '19: Proceedings of the 50th ACM Technical Symposium on Computer Science Education, Minneapolis, MN, USA, February 2019. New York: Association for Computing Machinery (ACM). 2019. p. 679-685 doi: 10.1145/3287324.3287358

Early programming education and career orientation: The effects of gender, self-efficacy, motivation and stereotypes

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