Exploring domain-general and course-specific latent profiles of motivation in computer science

Abstract

Although achievement motivation theories like the Situated Expectancy–Value Theory highlight domain-general and course-specific motivation, few studies have examined students' motivational beliefs at both levels. This study explores domain-general and course-specific motivational profiles in undergraduate computer science (CS) courses, focusing on expectancy for success, values, and belonging. Using latent profile analysis, we identified four domain-level profiles and five course-level profiles, with the profiles representing different combinations of positive motivation and cost. We examined how these profiles evolved during the semester, finding via latent transition analysis that domain-general motivations appear to be more stable over time. Additionally, gender differences in profile membership showed women and other non-men often in higher cost profiles compared to men, and there was more variability in mean grades across course profiles than across CS domain profiles. These findings enhance our understanding of how combinations of motivational beliefs can influence student engagement and performance.

Educational Relevance and Implications Statement

Our study explored the motivational profiles of undergraduate computer science (CS) students, revealing that these profiles vary by domain and course and change from the beginning to the end of the semester. We found that domain-general motivational beliefs, which encompass general attitudes toward the field of CS, remain more stable over time compared to course-specific motivational beliefs, which reflect specific attitudes toward individual CS courses. The stability of domain-general motivational beliefs suggest that foundational attitudes formed early could influence long-term engagement with CS, emphasizing the need for early interventions. We also found gender differences in motivational profiles; women and other non-men were more likely to be in high-cost profiles compared to men. The gender disparities in perceived costs highlight the necessity for tailored support that addresses the unique challenges faced by women and other non-men in the field. Additionally, course grades varied more by course-specific motivational beliefs than domain-general motivational beliefs, underscoring the importance of how students perceive their CS courses for their achievement. Educators can utilize this information to create more inclusive and effective educational environments that cater to the diverse needs of all students, ultimately improving retention and performance in CS programs.