The purpose of this study was to design and empirically test a parsimonious integrative motivation theory. The theory integrates aspects of expectancy theory, social cognitive theory, goal-setting theory, and commitment theory. The theory was tested with 170 undergraduate, students in an introductory computer science (CS) course.
The study tested relationships among the following variables: CS self-efficacy, mathematics ability, affective commitment to the CS class, goal orientation, effort, and performance. The study also tested the interactive effects of effort and ability on performance. Structural equation modeling was used to test the measurement model and a series of nested structural models. Findings supported the proposed integrative motivation theory and most of the hypothesized relationships. Future directions and contributions of this research are discussed.
","abstract_html":"<p>The purpose of this study was to design and empirically test a parsimonious integrative motivation theory. The theory integrates aspects of expectancy theory, social cognitive theory, goal-setting theory, and commitment theory. The theory was tested with 170 undergraduate, students in an introductory computer science (CS) course.</p> <p>The study tested relationships among the following variables: CS self-efficacy, mathematics ability, affective commitment to the CS class, goal orientation, effort, and performance. The study also tested the interactive effects of effort and ability on performance. Structural equation modeling was used to test the measurement model and a series of nested structural models. Findings supported the proposed integrative motivation theory and most of the hypothesized relationships. Future directions and contributions of this research are discussed.</p>","abstract_has_math":false,"creators":["Selgrade, Katherine A."],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Donald D. Davis","Terry L. Dickinson","Debra A. Major","Stephen W. Tonelson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-07-01T07:00:00Z","date_published":"2007-07-01T07:00:00Z","updated_at":"2026-07-24T03:34:31Z","subjects":["Integrative theory","Motivation","Educational Psychology","Industrial and Organizational Psychology","Science and Mathematics Education"],"languages":[],"rights":["In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
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The study tested relationships among the following variables: CS self-efficacy, mathematics ability, affective commitment to the CS class, goal orientation, effort, and performance. The study also tested the interactive effects of effort and ability on performance. Structural equation modeling was used to test the measurement model and a series of nested structural models. Findings supported the proposed integrative motivation theory and most of the hypothesized relationships. Future directions and contributions of this research are discussed.
"]},{"key":"dc:title","label":"Title","values":["Motivation and Performance in Computer Science: Test of an Integrative Theory"]}]}],"canonical_facts":{"dc:contributor":["Donald D. Davis","Terry L. Dickinson","Debra A. Major","Stephen W. Tonelson"],"dc:creator":["Selgrade, Katherine A."],"dc:date.available":["2019-04-05T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to design and empirically test a parsimonious integrative motivation theory. The theory integrates aspects of expectancy theory, social cognitive theory, goal-setting theory, and commitment theory. The theory was tested with 170 undergraduate, students in an introductory computer science (CS) course.
The study tested relationships among the following variables: CS self-efficacy, mathematics ability, affective commitment to the CS class, goal orientation, effort, and performance. The study also tested the interactive effects of effort and ability on performance. Structural equation modeling was used to test the measurement model and a series of nested structural models. Findings supported the proposed integrative motivation theory and most of the hypothesized relationships. Future directions and contributions of this research are discussed.
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"],"dc:subject":["Integrative theory","Motivation","Educational Psychology","Industrial and Organizational Psychology","Science and Mathematics Education"],"dc:title":["Motivation and Performance in Computer Science: Test of an Integrative Theory"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T03:34:31Z"}