@techreport{oai:ipsj.ixsq.nii.ac.jp:00233116,
 author = {小田, 理代 and 谷川, 佳隆 and 登本, 洋子 and 堀田, 龍也 and Michiyo, Oda and Yoshitaka, Tanikawa and Yoko, Noborimoto and Tatsuya, Horita},
 issue = {10},
 month = {Mar},
 note = {本原稿では，プログラミングの学習に関する動機づけに女子と男子の間でどのような差が見られるのかを探索することを目的として，高校生を対象に質問紙調査を行った．質問項目には，進路選択や達成度の予測要因を説明する理論的枠組みである，Eccles の期待-価値モデルに基づく尺度を用いた．その結果，自己効力感を表す成功への期待は，女子は男子よりも有意に低く，プログラミングの学習への興味関心を表す興味価値も女子は男子よりも低く有意傾向にある差が得られた．また，有意差はなかったものの，実践的利用価値や制度的利用価値は，女子は男子よりも低い傾向があり，機会コストは，女子は男子の平均値よりも低い傾向があり，努力コスト，心理コストは，女子は男子よりも高い傾向があった．このことから，女子は男子よりもプログラミングの学習に関して，自己効力感や，興味関心が低いことが示唆される．, This study conducted a survey of high school students using a questionnaire with the aim of exploring the differences found between girls and boys in their motivation for learning programming. The questionnaires used a scale based on Eccles' Expectation-Value model, a theoretical framework that explains predictors of career choice and achievement. The results showed that girls had significantly lower expectancies for success, which represent self-efficacy, compared to boys. Intrinsic value, representing interest in learning programming, was also lower for girls than for boys. This difference was marginally significant. Despite the absence of significant differences, girls tended to exhibit lower practical and institutional utility values than boys. Opportunity cost tended to be lower for girls than for boys, whereas effort and psychological costs tended to be higher for girls compared to boys. This suggests that girls possess lower self-efficacy and lower interest in learning programming than boys.},
 title = {高校生のプログラミングの学習への動機づけの男女差に関する予備的調査},
 year = {2024}
}