Examining Female Students' Motivation and Preferences for Course Choices in an Undergraduate ICT Program in a Californian University
Bibliographic record
Abstract
This paper reports on a study of female students’ motivations and preferences for course and career choices in an Information Communications and Technology (ICT) undergraduate program. Descriptive-interpretive phenomenology was adopted to investigate the phenomenon. Bandura’s self-efficacy framework was influential in interpreting participants’ motivation toward course choices and preferences. Findings revealed intrinsic and extrinsic motivation as significant influences on participants’ decisions to go into either technical or design majors of the ICT field. Extrinsic motivation came from influences such as stereotyping of gender abilities, prior computing skills, and role models while intrinsic motivation was based on individuals’ career interests and self-efficacy in specific sectors. Findings reflected that the majority of female participants preferred the design track within the ICT career field (web design, computer animation, and instructional design), with interest in self-employment. A very small number of female participants enrolled in the technical track involving computer programming, networking, and database administration, indicating female students’ preference for the design aspects of ICT.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".