CS1:内在动机、自我效能和努力

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH Informatics in Education Pub Date : 2023-04-17 DOI:10.15388/infedu.2023.26
Antti-Jussi Lakanen, Ville Isomöttönen
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引用次数: 0

摘要

本研究旨在探讨大学生在第一门编程课程(CS1)上取得成功的动机、数学能力、编程自我效能感和初始目标设定之间的关系。据我们所知,在芬兰的背景下,这些构念尚未在单一研究中被测量过。结构的选择符合预测学生表现的统计模型(“PreSS”)(Quille和Bergin, 2018)。这些构念与各种人口统计学和背景变量(如学习专业、先前的编程经验和每周平均工作时间)进行比较。本研究的一些主要结果如下:(1)学生普遍带着对编程的高兴趣和高动机进入课程,但这些因素在课程中没有增加,即对编程的兴趣没有增加。(2)先前的经验产生了更高的初始编程自我效能感、成绩期望和花费更少的时间在任务上,但不是更好的成绩(尽管两者都不差)。虽然这些结果可以被看作是初步的(在某些方面是令人担忧的),但它们引发了对CS1和后来的CS研究中可能存在的期望-绩效差距的未来研究。随着我们数据的积累,我们也希望能够构建一个有效的成功预测模型。
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CS1: Intrinsic Motivation, Self-Efficacy, and Effort
This research investigates university students’ success in their first programming course (CS1) in relation to their motivation, mathematical ability, programming self-efficacy, and initial goal setting. To our knowledge, these constructs have not been measured in a single study before in the Finnish context. The selection of the constructs is in line with the statistical model that predicts student performance (“PreSS”) (Quille and Bergin, 2018). The constructs are compared with various demographic and background variables, such as study major, prior programming experience, and average weekly working hours. Some of the main results of this study are as follows: (1) students generally entered with a high interest in programming and high motivation, but these factors did not increase during the course, i.e., interest in programming did not increase. (2) Having prior experience yielded higher initial programming self-efficacy, grade expectations, and spending less time on tasks, but not better grades (although worse neither). While these results can be seen as preliminary (and alarming in some parts), they give rise to future research for investigating possible expectation–performance gaps in CS1 and later CS studies. As our dataset accumulates, we also hope to be able to construct a valid success prediction model.
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来源期刊
Informatics in Education
Informatics in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.10
自引率
3.70%
发文量
20
审稿时长
20 weeks
期刊介绍: INFORMATICS IN EDUCATION publishes original articles about theoretical, experimental and methodological studies in the fields of informatics (computer science) education and educational applications of information technology, ranging from primary to tertiary education. Multidisciplinary research studies that enhance our understanding of how theoretical and technological innovations translate into educational practice are most welcome. We are particularly interested in work at boundaries, both the boundaries of informatics and of education. The topics covered by INFORMATICS IN EDUCATION will range across diverse aspects of informatics (computer science) education research including: empirical studies, including composing different approaches to teach various subjects, studying availability of various concepts at a given age, measuring knowledge transfer and skills developed, addressing gender issues, etc. statistical research on big data related to informatics (computer science) activities including e.g. research on assessment, online teaching, competitions, etc. educational engineering focusing mainly on developing high quality original teaching sequences of different informatics (computer science) topics that offer new, successful ways for knowledge transfer and development of computational thinking machine learning of student''s behavior including the use of information technology to observe students in the learning process and discovering clusters of their working design and evaluation of educational tools that apply information technology in novel ways.
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