Sure I can code (but do I want to?). Why boys' and girls’ programming beliefs differ and the effects of mandatory programming education
作者：
Highlights：
• Studied the effects of mandatory programming teaching on children's (age 12) self-efficacy and interest in programming.
• The programming education increased the children's self-efficacy for programming, but interest in programming decreased.
• The effects of the education were the same for boys and girls, but the boy's self-efficacy and interest was higher overall.
• Gender differences in self-efficacy were fully mediated by mastery experience, social persuasion, and vicarious experience.
• We discuss the importance of designing programming education that stimulates interest in programming.
摘要
•Studied the effects of mandatory programming teaching on children's (age 12) self-efficacy and interest in programming.•The programming education increased the children's self-efficacy for programming, but interest in programming decreased.•The effects of the education were the same for boys and girls, but the boy's self-efficacy and interest was higher overall.•Gender differences in self-efficacy were fully mediated by mastery experience, social persuasion, and vicarious experience.•We discuss the importance of designing programming education that stimulates interest in programming.
论文关键词：Programming,Gender differences,Self-efficacy,Interest,IT,STEM
论文评审过程：Received 5 April 2022, Revised 17 June 2022, Accepted 20 June 2022, Available online 23 June 2022, Version of Record 24 June 2022.
论文官网地址：https://doi.org/10.1016/j.chb.2022.107370
