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arXiv · 1710.11559

Implicit Theories and Self-efficacy in an Introductory Programming Course

F. Boray Tek·Kristin S. Benli·Ezgi Deveci
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Abstract

Contribution: This study examined student effort and performance in an introductory programming course with respect to student-held implicit theories and self-efficacy. Background: Implicit theories and self-efficacy shed a light into understanding academic success, which must be considered when developing effective learning strategies for programming. Research Questions: Are implicit theories of intelligence and programming, and programming-efficacy related to each other and student success in programming? Is it possible to predict student course performance using a subset of these constructs? Methodology: Two consecutive surveys (N=100 and N=81) were administered to non-CS engineering students in Işık University. Findings: Implicit theories and self-beliefs are interrelated and correlated with effort, performance, and previous failures in the course and students explain failure in programming course with "programming-aptitude is fixed" theory, and also that programming is a difficult task for themselves.

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F. Boray Tek, Kristin S. Benli, Ezgi Deveci. 2017-10-25. Implicit Theories and Self-efficacy in an Introductory Programming Course. https://doi.org/10.1109/te.2017.2789183

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