– Both intrinsic values and utility values predict students’ STEM attitudes but they influence attitudes related to the various dimensions of STEM differently.
– Future computing interventions, as well as STEM interventions in general, should begin to emphasize EVT-related values and beliefs at an early age. Interventions that accentuate the interesting, fun, and useful aspects of academia will increase students’ positive attitudes towards STEM.
– The computing intervention in the current study did not produce statistically significant changes in students’ EVT-related beliefs and their attitudes towards STEM.
– Despite that there was no significant increase of students’ attitudes towards STEM fields between
pretest and posttest, students who reported an increased intrinsic values, utility values, and expectancy also showed increased positive STEM attitudes.
– The findings indicate that computing interventions are well suited to increase STEM attitudes via the manipulation of EVT-related variables.