Programming is an essential part of the curriculum of computer science non-major students. The motivation for the various elements of interdisciplinary degrees is often very low in computer science, which faces a gender gap as well. Differences between study courses and gender in confidence, attitude, student numbers, and motivation in computer science are investigated. In addition, the influences of attitude, perception, and social background are considered. A questionnaire was designed based on an extensive research model for the purpose of this research. A survey was conducted with two cohorts of computer science non-major freshmen from two degrees in an introductory programming class at a university of applied sciences. The outcomes are compared against each other. First, an explorative factor analysis was performed. Afterwards, SmartPLS was used to test the developed model. The overall motivation of the participants is moderate and mostly influenced by their ability and effort beliefs. These constructs are different for men and women, but not for the degree programs, and have different impacts on motivation. In general, motivation is influenced by ability and effort beliefs, which in turn are mostly affected by perception and social background. While women show lower ability and higher effort beliefs, the males in the samples have opposite outcomes and thus a higher motivation in introductory programming classes.