UC Irvine

The field of computer science education (CSE) requires more research on early formations of motivation in the field within racial/ethnic groups that have been historically marginalized. A participation gap among Latinx learners persists despite increased access to CS learning opportunities, which can inform ongoing gaps in higher education and computing-oriented fields. Additionally, studies in motivation need to explore the role that the unique strengths of a cultural group have on motivation and explicitly incorporate asset-based factors in motivation models. This dissertation employs the Situated Expectancy-Value Theory and integrates a critical lens of Identity in Computing and Latinx Education Values to examine early coding motivations and computational thinking (CT) development among Latinx elementary students. Through a series of three studies, this work seeks to understand unique aspects of motivation within a cultural group, identify values and critical perspectives that expand how we perceive early coding motivation, and see how it relates to the learning process of CT. Study 1 explored shifts and elicitation in coding motivation among fourth-grade Latinx students participating in a year-long remote coding curriculum. ANOVA was used to analyze pre-post survey responses and student interviews, focusing on the dimensions of interest, confidence, utility, social values, and perception of coding. The findings highlighted significant changes in Social Values and Confidence, emphasizing the influence of underlying values oriented around familial and social contexts in shaping coding attitudes. Study 2 developed a culturally salient measure for early coding motivation by adapting an existing motivation model to include factors specific to the student's cultural backgrounds. Utilizing a sequential mixed-methods approach combining Confirmatory Factor Analysis with 1,319 students and analysis of think-aloud with 13 students, this study found that identity-as-self and identity-in-consciousness significantly improved the model fit. However, broader Latinx cultural values showed varied impacts on motivational constructs. Study 3 investigated the relationship between initial motivation, existing CT skills, and their effects on CT performance among 124 students in a dual immersion setting. Using multiple regression models, the study found that while CT skills significantly increased and motivation decreased, these two factors had no significant reciprocal influence. Prior CT knowledge effectively predicted performance, yet initial motivation did not directly impact CT development. Similarly, initial motivation levels predicted subsequent motivation but did not affect CT development. Additionally, the analysis uncovered differences in CT motivation across language fluency groups and suggested emerging differences in motivation between gender groups. These findings challenge assumptions about the interdependence of motivation and CT skills for this age group. Overall, this dissertation provides insights into how cultural values and identity influence coding motivation and learning among Latinx students and contributes to broader educational practices by suggesting the explicit identification and incorporation of unique values within a historically marginalized group. The findings advocate further exploring how cultural integration in educational tools and methods can effectively engage and support underrepresented student populations.