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• Motivation for computer science sets the stage for learning computational thinking. • There were no gender differences in computer science motivation among children in Grades 1-3. • Children endorsed stereotypes about computer science that favored their own gender. • Individual children's ingroup stereotypes were positively correlated with their own motivation. Learning coding during early childhood is an effective way for children to practice computational thinking. Aspects of children's motivation can increase the likelihood that children approach computational thinking activities with enthusiasm and deep engagement. Gender inequities may interfere with children's readiness to take advantage of opportunities to build computational thinking skills through activities such as coding. Societal stereotypes can reduce young girls' motivation to engage with computer science, preventing them from gaining benefits from coding activities designed to support computational thinking. This study examined children's gender stereotypes as well as children's own motivation for computer coding in 363 first- through third-grade children. We assessed gender differences in both stereotypes and motivation, as well as links between the stereotypes that individual children held and their own motivation. Children generally endorsed stereotypes about interest and ability for computer coding that favored their own-gender group, although third-grade girls reported gender-egalitarian beliefs about interest in coding. There were no gender differences in children's motivation for computer coding in terms of their own interest, sense of belonging, or ability self-concepts. Children's stereotypes about their own-gender group were significantly positively correlated with their own motivation for computer coding. These findings suggest that early childhood represents an excellent age for children to begin building computational thinking skills, before girls endorse negative stereotypes about their gender's interest in computer science. [ABSTRACT FROM AUTHOR]

The current study aims to deepen our understanding of the mechanisms of motivational and emotional profiles in entry-level calculus. Specifically, we tested a multiple mediation model to examine the linking roles of students' self-efficacy and achievement emotions (anxiety and enjoyment) in the relationship between learning climate and learning persistence in entry-level calculus. A sample of 267 college students enrolled in the entry-level calculus classes at a southern urban university took measures of learning climate, self-efficacy, achievement emotions (enjoyment and anxiety), and learning persistence. A multiple mediation path model was conducted to examine the mediating roles of self-efficacy and achievement emotions in linking learning climate and learning persistence in college calculus. The results revealed that self-efficacy played a prominent role in mediating the relationship between learning climate and learning persistence. Moreover, self-efficacy and anxiety serially mediated the relationship between learning climate and learning persistence. • Self-efficacy significantly mediated the relationship between learning climate and learning persistence. • Self-efficacy and anxiety serially mediated the relationship between learning climate and learning persistence. • Self-efficacy was positively related to learning persistence, while anxiety was negatively related to learning persistence. • Self-efficacy was positively related to learning persistence and enjoyment, but negatively related to anxiety. • Learning climate was positively related to self-efficacy and enjoyment. [ABSTRACT FROM AUTHOR]