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Heerwegh, D., De Wit, K., & Verhoeven, J. C. (2016). Exploring the self-reported ICT skill levels of undergraduate science students. Journal of Information Technology Education: Research, 14, 19-47. https://doi.org/10.28945/2334.
Hsia, J.W., Chang, C.C., & Tseng, A.H. (2014). Effects of individuals' locus of control and computer self-efficacy on their e-learning acceptance in high-tech companies. Behavior & Information Technology, 33, 51-64.
https://link.springer.com/article/10.1007/s12528-015-9103-8.
Jerusalem, M., & Schwarzer, R. (2003). SWE-Skala zur Allgemeinen Selbstwirksamkeitserwartung.psycharchives.org.
Johnson VA, Beehr TA. Making use of professional development: Employee interests and motivational goal orientations. Journal of Vocational Behavior, 84, 99-108. https://doi.org/10.1016/j.jvb.2013.12.003.
Kelly, R., Garr, O. M., Leahy, K., & Goos, M. (2020). An investigation of university students and professionals’ professional STEM identity status. Journal of Science Education and Technology, 29(4), 536-546.
https://doi.org/10.1007/s10956-020-09834-8.
Klebl, M. (2014). Lernen mit Fehlern: Kontrollüberzeugungen bei Fehlfunktionen in kooperativen webbasierten Arbeitsumgebungen. Gesellschaft für Medien in der Wissenschaft,
http://2014.gmw-online.de/wp-content/uploads/533.pdf.
Kleinbeck, U. (2010). Handlungsziele. In Heckhausen, H. (Ed.). Motivation und Handeln (pp. 285-307). Berlin: Springer Verlag. https://doi.org/10.1007/978-3-642-12693-2_11.
Köller, O., & Baumert, J. (1998). Ein deutsches Instrument zur Erfassung von Zielorientierungen bei Schülerinnen und Schülern. Diagnostica, 44(4), 173-181.
Krampen, G. (1980). IPC-Fragebogen zu Kontrollüberzeugungen. Göttingen: Hogrefe Verlag.
Kuhlmann, S., Piel, M., & Wolf, O. T. (2005). Impaired memory retrieval after psychosocial stress in healthy young men. Journal of Neuroscience, 25(11), 2977-2982. https://doi.org/10.1523/JNEUROSCI.5139-04.2005.
Lai, P. C. (2017). The literature review of technology adoption models and theories for the novelty technology. JISTEM-Journal of Information Systems and Technology Management, 14, 21-38.
http://dx.doi.org/10.4301/S1807-17752017000100002.
Leaper, C., & Starr, C. R. (2019). Helping and hindering undergraduate women’s STEM motivation: Experiences with STEM encouragement, STEM-related gender bias, and sexual harassment. Psychology of Women Quarterly, 43(2), 165-183. https://doi.org/10.1177/0361684318806302.
Lehman, K. J., Sax, L.J., & Zimmerman, H.B. (2017). Women planning to major in computer science: who are they and what makes them unique? Computer Science Education, 26, 277-298.
http://dx.doi.org/10.1080/08993408.2016.1271536.
Lehman, K. J., Newhouse, K. N., Sundar, S., & Sax, L. J. (2023). Nevertheless, they persisted: Factors that promote persistence for women and racially/ethnically minoritized students in undergraduate computing. Computer Science Education, 33(2), 260-285. https://doi.org/10.1080/08993408.2022.2086401.
Levenson, H. (1981). Differentiating among internality, powerful others, and chance. Research with the locus of control construct, 1, 15-63. https://doi.org/10.1016/B978-0-12-443201-7.50006-3.
Lloyd, A., Gore, J., Holmes, K., Smith, M., & Fray, L. (2018). Parental influences on those seeking a career in STEM: The primacy of gender. International Journal of Gender, Science and Technology, 10(2), 308-328. Retrieved from https://genderandset.open.ac.uk/index.php/genderandset/article/view/510.
Mehta, C. M., & Wilson, J. (2020). Gender segregation and its correlates in established adulthood. Sex Roles, 83(3), 240-253. https://doi.org/10.1007/s11199-019-01099-9.
Mun, Y. Y., & Hwang, Y. (2003). Predicting the use of web-based information systems: Self-efficacy, enjoyment, learning goal orientation, and the technology acceptance model. International Journal of Human-Computer Studies, 59(4), 431-449. https://doi.org/10.1016/S1071-5819(03)00114-9.