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The Influence of Error Learning Orientation on Intrinsic Motivation for Visual Programming in STEM Education
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Resource type
Journal Article
Status
Published
Recommended form of citation (APA)
Schmid, R., Robin, N., Smit, R., & Strahl, A. (2022). The Influence of error learning orientation on Intrinsic motivation for visual programming in STEM education. European Journal of STEM Education, 7(1), Art 05. https://doi.org/10.20897/ejsteme/12477
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External DOI
License Condition
by/4.0/
Proforis OA-status
Platinum OA
Topic PHSG
Mathematische, Naturwissenschaftliche und Technische Bildung
Lehrer:innenbildung
Mathematische, Naturwissenschaftliche und Technische Bildung
Subjects
errors
coding lessons
intrinsic motivation
mediation
secondary education
Fields of Science and Technology (OECD)
Education, general (including training, pedagogy, didactics)
Natural Sciences
Education, general (including training, pedagogy, didactics)
Education, general (including training, pedagogy, didactics)
Natural Sciences
Abstract
Secondary school students often lack the necessary motivation to program visually. The present study aims to analyse the effects of error learning orientation on students' intrinsic motivation for visual programming. According to the control-value theory of Pekrun (2006), we posit that the influence of error learning orientation on intrinsic motivation is mediated by self-efficacy for visual programming as well as by error-related achievement emotions. A sample of 269 Swiss secondary school students (grades 7 to 9), who were beginners in visual programming, filled out a questionnaire as part of a course on visual programming. A structural equation model was established to illustrate the expected relationships between students' attitudes and their impacts. As expected, the results point to the need of paying more attention to errors in STEM education and indicate that students' error learning orientation had a low but significant effect on their intrinsic motivation for visual programming. The findings confirmed the effects of error learning orientation on intrinsic motivation for visual programming, which are mediated by self-efficacy but not by error related achievement emotions in the context of coding activities.
PHSG division (old structure)
PHSG - Institut Fachdidaktik Naturwissenschaften
Version
Published Version
Access Rights
Open Access
License Condition
by/4.0/
Rights Holder
Author(s)