A study for determining computer programming students’ attitudes towards programming and their programming self-efficacy / Bilgisayar programcılığı öğrencilerinin programlamaya karşı tutum ve programlama öz-yeterliklerinin belirlenmesine yönelik bir çalı
A study for determining computer programming students’ attitudes towards programming and their programming self-efficacy / Bilgisayar programcılığı öğrencilerinin programlamaya karşı tutum ve programlama öz-yeterliklerinin belirlenmesine yönelik bir çalı
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一项确定计算机编程学生对编程的态度及其编程自我效能的研究/Bilgisayar
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Hacer Özyurt
中科院分区：
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作者：
Özcan Özyurt;Hacer Özyurt
本研究旨在考察计算机编程专业学生的编程态度与编程自我效能感的关系。该研究于2013-2014学年春季学期在土耳其北部的一所大学进行。研究样本包括上述大学某职业学院计算机技术系三个不同计算机编程专业的325名学生。采用计算机程序设计态度量表（AStCP）和计算机程序设计自我效能量表（CPSEI）进行数据收集。本研究采用描述性调查模型。研究数据通过Mann Whitney u检验、Kruskal-Wallis检验和Spearman Brown rho相关系数进行分析。研究结果表明，大学生对计算机编程的态度总体上是积极的，编程自我效能感处于中等水平。学生对编程的态度因性别、年级和教育类型而有显著差异。同样，编程自我效能在统计上也因上述三个变量而变化。最后，学生的编程态度与自我效能感之间存在正中介关系。
This study aimed at examining computer programming students’ attitudes towards programming and their programming self-efficacy as well as the relationship between them. The study was conducted in a university located in the north of Turkey in the spring semester of the 2013-2014 academic year. The research sample consisted of 325 students studying in three different Computer Programming programs of the Department of Computer Technologies affiliated to a vocational school of the above-mentioned university. The Attitude Scale toward Computer Programming (AStCP) and the Computer Programming Self-Efficacy Inventory (CPSEI) were used for data collection. The descriptive survey model was employed in the study. The data obtained in the study were analyzed via the Mann Whitney U-test, the Kruskal-Wallis test, and the Spearman Brown rho correlation coefficient. The research results indicated that the students generally had positive attitudes towards computer programming, and they had a medium-level programming self-efficacy. The attitudes of the students towards programming varied statistically significantly by gender, grade, and education type. Similarly, programming self-efficacy varied statistically by the aforementioned three variables. Finally, a positive medium relationship was found between the students’ attitudes towards programming and their self-efficacy.