,,Das fängt natürlich an mit irgendwelchen Spielekonsolen“ – oder: Was dazu motiviert, Informatik (nicht) zu studieren

Götsch, Monika

doi:10.1007/s00287-013-0704-1

Cited by 5 publications

(3 citation statements)

References 5 publications

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“…Learning characteristics are individual prerequisites such as interest, motivation, and self-concept. Starting with the situated expectancy value theory (SEVT) developed by Wigfield and Eccles [18], many empirical studies [19][20][21] have shown the interdependencies described in models. As in the model described above, learning characteristics influence the course selection and vocational orientation of students.…”

Section: Theorymentioning

confidence: 99%

Gender Differences in the New Interdisciplinary Subject Informatik, Mathematik, Physik (IMP)—Sticking with STEM?

Bahr

Zinn

2023

Education Sciences

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The current state of research in computer science education outlines gender differences in motivation, interest, and elective subject decisions in favor of male students. This study takes an exploratory approach to examine the gender differences in the interdisciplinary STEM profile subject Informatik, Mathematik, Physik (in short: subject IMP), which combines the three subjects of computer science, mathematics, and physics. A survey was conducted involving n = 336 (m = 236, f = 88, o = 12) subject IMP students in the 10th grade attending a Gymnasium in Baden-Württemberg, Germany. The deciding factors for choosing the subject, subject interest, motivation, and more were measured using a questionnaire. Overall, the subject IMP is most chosen by male students. For those students choosing the subject IMP, no statistically significant gender differences in subject interest in IMP, mathematics, and the STEM area or in motivation and vocational orientation in natural science and engineering were found in contrast to the state of research. The interdisciplinary character of the subject IMP could be more appealing to girls than computer science by itself. We conclude that, with a higher participation rate of female students, the subject IMP could be a first step in getting more women into STEM fields.

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Section: Theorymentioning

confidence: 99%

Gender Differences in the New Interdisciplinary Subject Informatik, Mathematik, Physik (IMP)—Sticking with STEM?

Bahr

Zinn

2023

Education Sciences

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“…Hence, when deciding on the type of HEI and the field of study, no clearly prioritised motives can be identified. Rather, different factors and their interplay influence the choice of study, such as social, gender, personality, interests and abilities, previous learning experiences, prospects, or expected benefits [63][64][65][66].…”

Section: Study Choice Motives Of Non-teacher Training Studentsmentioning

confidence: 99%

“I Wanted a Profession That Makes a Difference”—An Online Survey of First-Year Students’ Study Choice Motives and Sustainability-Related Attributes

et al. 2021

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Higher education institutions are obligated to facilitate students in the development of sustainability competencies, which enable them to act as “change agents” in their future profession-specific environment. Therefore, students’ study motives, prior knowledge, attitudes, and experiences regarding sustainability should be considered when designing Education for Sustainable Development (ESD) programmes. The present study compares first-year students in teacher training with first-year students in other study programmes and explores their study choice motives as well as sustainability-related conceptions, engagement and self-efficacy beliefs using a semi-standardised online questionnaire. Results show that the choice of study is dominated by intrinsic factors and the relevance of extrinsic factors differs by degree programmes with lower extrinsic values for the teacher training students. Regarding sustainability, we find simple and often unelaborated concepts. Teacher training students show significantly higher scores than non-teacher training students regarding the sustainability-related behavioural domain and self-efficacy beliefs. In addition, a gender gap increasing with age and with lower sustainability scores for older males could be identified but only for teacher training students. In conclusion, the results show valuable starting points as well as challenges that should be considered when designing target-oriented learning processes in (inter)disciplinary sustainability courses at higher education institutions.

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“…(Müller, 2010). Es ist wieder vor allem das weibliche Geschlecht, das sich im Studien-und Berufswahlprozess an den geschlechtsspezifischen Einstellungen der Peers orientiert sowie bereits bestehende geschlechtsspezifische Orientierungen durch den Austausch mit Peers stabilisiert und festigt (Beinke, 2002;Müller, 2010 Guggenberger, 1991;Deci & Ryan, 1993;Nosek, Banaji & Greenwald, 2002;Schmader, Johns & Barquissau, 2004;Heine et al, 2005;Hachmeister, Harde & Langer, 2007;Skorepa & Greimel-Fuhrmann, 2009;Ihsen, Höhle & Baldin, 2010;Götsch, 2013). All diese Faktoren werden erneut von gesellschaftlich existierenden Geschlechterstereotypen geprägt, geformt und beeinflusst (vgl.…”

Section: Erklärung Von Geschlechterunterschieden Am Beispiel Der Informatikunclassified

"Wie groß ist der kleine Unterschied?" Eine quantitative Untersuchung von Geschlechterdifferenzen im Studium und im Beruf der Informatik am Beispiel der Bamberger Alumnae Tracking-Studie

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„Wie groß ist der kleine Unterschied?“ Diese Frage, angelehnt an ein bekanntes geflügeltes Wort, leitet diese Dissertation. Die Arbeit nimmt dabei einen sehr spezifischen Ausbildungs- und Berufszweig in den Blick, nämlich die Informatik. Im Zentrum dieser Arbeit steht die Frage nach Geschlechterdisparitäten in der Informatik. Dabei wird das Fähigkeitskonzept und die Karriereambitionen von Studierenden und Berufstätigen im Bereich der Informatik empirisch untersucht. In einem weiteren Schritt wird analysiert wie Leistungen und das Fähigkeitskonzept Karrierechancen beeinflussen. Grundlage der Analysen sind die Primärdaten der Bamberger Alumnae Tracking-Studie, welche sowohl Bamberger Informatikstudierende als auch Bamberger Informatikabsolventinnen und -absolventen von 2013 bis 2015 in mehreren Reihen befragt hat. In ihrer Themenstellung und ihrem Erkenntnisinteresse bewegt sich die vorliegende Arbeit im Grenzbereich zwischen der soziologisch und der psychologisch orientierten empirischen Bildungsforschung.

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,,Das fängt natürlich an mit irgendwelchen Spielekonsolen“ – oder: Was dazu motiviert, Informatik (nicht) zu studieren

Cited by 5 publications

References 5 publications

Gender Differences in the New Interdisciplinary Subject Informatik, Mathematik, Physik (IMP)—Sticking with STEM?

Gender Differences in the New Interdisciplinary Subject Informatik, Mathematik, Physik (IMP)—Sticking with STEM?

“I Wanted a Profession That Makes a Difference”—An Online Survey of First-Year Students’ Study Choice Motives and Sustainability-Related Attributes

"Wie groß ist der kleine Unterschied?" Eine quantitative Untersuchung von Geschlechterdifferenzen im Studium und im Beruf der Informatik am Beispiel der Bamberger Alumnae Tracking-Studie

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