Interest over Meaning, Enjoyment over Self-efficacy? - What Predicts Thriving Best in CS1

Introductory programming courses (CS1) are widely recognized as challenging for many students. Understanding the factors that contribute to student performance in CS1 has been a long-standing focus of research in computing education. One factor often associated with course performance is motivation. However, since motivation is multifaceted, it is essential to determine which specific facets of motivation contribute most significantly to success. In this study, we validate a recently proposed instrument designed to measure social aspect, meaning, independence, and self-efficacy, within the context of a CS1 course. We compare this instrument to an established intrinsic motivation scale and students’ self-reported time use. Furthermore, we examine how these instruments and self-reported time use are related to persistence and performance in CS1. Our findings reveal that among motivational factors, perceived interest and enjoyment stand out as the most significant predictors of course performance. Additionally, perceived meaning of studies plays a noteworthy role in improving outcomes, particularly over self-efficacy. These observations underscore the value of intrinsic motivation in CS1 settings.