Future-Oriented Motivation and Retention in Computer Science

Abstract

Retaining students in computer science (CS) courses and majors is a concern for many undergraduate CS programs in the United States. A large proportion of students who initially declare a major in CS do not complete a CS degree. The impact of future-oriented motivational constructs such as career aspirations and future connectedness on retention has received relatively little research attention, but these are potential contributors to students' retention in CS courses. The purpose of this study was to investigate how future-oriented motivation related to CS students' retention in CS courses over three consecutive semesters. Students enrolled in CS courses (four 100-level courses, one 200-level course, three 300-level courses, and five 400-level courses) completed survey measures of future-oriented motivation, and course enrollment data were collected for the three semesters. Logistic regression was used to determine whether motivation variables could distinguish between students who were enrolled in at least one CS course during a given semester and students who were not enrolled in any CS courses. Results indicate that, across all three semesters, career aspirations and knowledge of CS career paths were associated with a greater likelihood of continuing to take CS courses, and stronger future connectedness was associated with a lower likelihood of continuing to take CS courses. Implications for CS educators are discussed.