Implicit theories and self-efficacy in an introductory programming course

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dc.authorid0000-0002-8649-6013
dc.authorid0000-0001-6282-6703
dc.authorid0000-0003-0768-3409
dc.contributor.authorTek, Faik Borayen_US
dc.contributor.authorBenli, Kristin Surpuhien_US
dc.contributor.authorDeveci, Ezgien_US
dc.date.accessioned2018-12-11T00:51:58Z
dc.date.available2018-12-11T00:51:58Z
dc.date.issued2018-08
dc.departmentIşık Üniversitesi, Mühendislik Fakültesi, Bilgisayar Mühendisliği Bölümüen_US
dc.departmentIşık University, Faculty of Engineering, Department of Computer Engineeringen_US
dc.description.abstractContribution: This paper 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 help in 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 to student success in programming? Is it possible to predict student performance in a course using these constructs? Methodology: Two consecutive surveys ({N}=100 and {N}=81) were administered to non-CS engineering students in Işik University, Turkey. Findings: Implicit theories of programming-aptitude and programming-efficacy are interrelated and positively correlated with effort, performance, and previous failures in the course. Although it was not possible to predict student course grade the data confirms that students who believe in improvable programming aptitude have significantly higher programming efficacy, report more effort, and get higher course grades. In addition, failed students tend to associate the failure with fixed programming aptitude; repeating students favor fixed programming aptitude theory and have lower programming-efficacy, which increases the possibility of further failure.en_US
dc.description.versionPublisher's Versionen_US
dc.identifier.citationTek, F. B., Benli, K. S. & Deveci, E. (2018). Implicit theories and self-efficacy in an introductory programming course. IEEE Transactions on Education, 61(3), 218-225. doi:10.1109/TE.2017.2789183en_US
dc.identifier.doi10.1109/TE.2017.2789183
dc.identifier.endpage225
dc.identifier.issn0018-9359
dc.identifier.issn1557-9638
dc.identifier.issue3
dc.identifier.issueSI
dc.identifier.scopus2-s2.0-85040903983
dc.identifier.scopusqualityQ1
dc.identifier.startpage218
dc.identifier.urihttps://hdl.handle.net/11729/1407
dc.identifier.urihttp://dx.doi.org/10.1109/TE.2017.2789183
dc.identifier.volume61
dc.identifier.wosWOS:000440784100008
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakScience Citation Index Expanded (SCI-EXPANDED)en_US
dc.indekslendigikaynakSocial Sciences Citation Index (SSCI)en_US
dc.institutionauthorTek, Faik Borayen_US
dc.institutionauthorBenli, Kristin Surpuhien_US
dc.institutionauthorDeveci, Ezgien_US
dc.institutionauthorid0000-0002-8649-6013
dc.institutionauthorid0000-0001-6282-6703
dc.institutionauthorid0000-0003-0768-3409
dc.language.isoenen_US
dc.peerreviewedYesen_US
dc.publicationstatusPublisheden_US
dc.publisherInstitute of Electrical and Electronics Engineers Incen_US
dc.relation.ispartofIEEE Transactions on Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAchievementen_US
dc.subjectAttribution theoryen_US
dc.subjectImplicit theoriesen_US
dc.subjectMindset for programmingen_US
dc.subjectProgramming aptitudeen_US
dc.subjectProgramming efficacyen_US
dc.subjectSelf-efficacyen_US
dc.subjectStudent perceptionen_US
dc.titleImplicit theories and self-efficacy in an introductory programming courseen_US
dc.typeArticleen_US

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