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dc.contributor.authorFagerlund, Janne
dc.contributor.authorLeino, Kaisa
dc.contributor.authorKiuru, Noona
dc.contributor.authorNiilo-Rämä, Mikko
dc.date.accessioned2022-11-22T12:38:11Z
dc.date.available2022-11-22T12:38:11Z
dc.date.issued2022
dc.identifier.citationFagerlund, J., Leino, K., Kiuru, N., & Niilo-Rämä, M. (2022). Finnish teachers’ and students’ programming motivation and their role in teaching and learning computational thinking. <i>Frontiers in Education</i>, <i>7</i>, Article 948783. <a href="https://doi.org/10.3389/feduc.2022.948783" target="_blank">https://doi.org/10.3389/feduc.2022.948783</a>
dc.identifier.otherCONVID_160156618
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/84026
dc.description.abstractIntroduction: Despite the growing importance of teaching and learning computational thinking (CT) through programming in schools, research has shown major individual differences in teachers’ instruction emphasis and students’ skills in these topics. Objective: This study aims to shed further light on the role that teachers’ and students’ programming motivation plays in CT. Methods: The topic is approached from the viewpoint of the self-determination theory, which can help to understand teachers’ instruction and students’ learning. Our sample consisted of Finnish Grade 8 teachers (N = 1,853) and students (N = 2,546) who participated in the International Computer and Information Literacy Study (ICILS) in 2018. Focusing on teachers’ CT instruction emphasis, students’ CT test scores, and the Intrinsic Motivation Inventory, we investigate (1) distributions of teachers’ and students’ responses to intrinsic and extrinsic programming motivation questions, (2) associations between teachers’ and students’ programming motivation and their background factors, and (3) associations between programming motivation and teachers’ CT instruction emphasis and students’ CT test scores. The data was analyzed by examining descriptive statistics, computing mean differences and correlation coefficients and by performing (multiple) linear regression models. Results: The results showed that teachers had high extrinsic programming motivation, but the extent of their intrinsic programming motivation varied widely based on their prior programming teaching experience, subject taught, and gender. Students, in turn, reported both high intrinsic and extrinsic motivation toward programming, but boys were generally more motivated for programming than girls. High programming motivation was moderately related to teachers’ higher CT instruction emphasis and students’ higher CT test scores. Conclusion: The findings give a strong incentive to pay attention to increasing especially girls’ programming motivation and providing teachers with positive CT experiences relevant to their subject and with a particular objective to increase intrinsic motivation especially among teachers who lack prior programming teaching experience and interest in the topic.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherFrontiers Media SA
dc.relation.ispartofseriesFrontiers in Education
dc.rightsCC BY 4.0
dc.subject.othercomputational thinking
dc.subject.otherprogramming
dc.subject.otherintrinsic motivation
dc.subject.otherextrinsic motivation
dc.subject.otherteachers
dc.subject.otherstudents
dc.subject.otherbasic education
dc.subject.otherICILS
dc.titleFinnish teachers’ and students’ programming motivation and their role in teaching and learning computational thinking
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202211225308
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.oppiaineKoulutuksen tutkimuslaitosfi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineFinnish Institute for Educational Researchen
dc.contributor.oppiainePsychologyen
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn2504-284X
dc.relation.volume7
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 Fagerlund, Leino, Kiuru and Niilo-Rämä
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopettajat
dc.subject.ysoomaehtoisuus
dc.subject.ysoopiskelijat
dc.subject.ysoohjelmointi
dc.subject.ysoperusopetus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p17690
jyx.subject.urihttp://www.yso.fi/onto/yso/p16486
jyx.subject.urihttp://www.yso.fi/onto/yso/p4887
jyx.subject.urihttp://www.yso.fi/onto/yso/p19327
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3389/feduc.2022.948783
jyx.fundinginformationThis article was funded by the University of Jyväskylä, in particular, Finnish Institute for Educational Research, which acted as national research center in ICILS 2018, and the Department of Psychology.
dc.type.okmA1


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