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This study uses complexity theory to understand the causal patterns of factors that stimulate students' intention to continue studies in computer science (CS). To this end, it identifies gains and barriers as essential factors in CS education, including motivation and learning performance, and proposes a conceptual model along with research propositions. To test its propositions, the study employs fuzzy-set qualitative comparative analysis (fsQCA) on a data sample from 344 students. Findingsdoi:10.1145/3036399 fatcat:kfsh6jg2ebfh3oowrabxv6mm2m