Why do CS1 Students Think They're Bad at Programming?: Investigating Self-Efficacy and Self-Assessments at Three Universities
Why do CS1 Students Think They're Bad at Programming?: Investigating Self-Efficacy and Self-Assessments at Three Universities
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为什么 CS1 学生认为他们不擅长编程？：三所大学的自我效能和自我评估调查
DOI：
10.1145/3372782.3406273
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
O'Rourke, Eleanor
中科院分区：
文献类型：
--
作者：
Gorson, Jamie;O'Rourke, Eleanor
本科计算机科学（CS）课程经常遭受高辍学率。最近的研究表明，自我效能感--一个人对自己完成任务的能力的信念--可以影响学生是否决定坚持CS。研究表明，学生的自我评估会影响他们在许多领域的自我效能感，在CS中，研究人员发现，学生经常根据他们对编程过程的期望来评估他们的编程能力。然而，我们对具体的编程经验知之甚少，这些经验促使负面的自我评估，导致自我效能感降低。在本文中，我们提出了一项调查研究的结果，214 CS 1学生从三所大学。我们使用小插曲式的问题来描述13个编程时刻，这些时刻可能会引发负面的自我评估，例如语法错误和花费时间规划。我们发现，三所大学的许多学生都报告说，尽管课程和人口有差异，但他们在13个时刻中的每一个时刻都进行了负面的自我评估。此外，那些报告更频繁的负面自我评估往往有较低的自我效能。最后，我们的研究结果表明，学生对专业编程实践的看法可能会影响他们的期望和负面的自我评价。通过减少学生在编程时自我评估消极的频率，我们可能能够提高自我效能，降低CS的辍学率。
Undergraduate computer science (CS) programs often suffer from high dropout rates. Recent research suggests that self-efficacy -- an individual's belief in their ability to complete a task -- can influence whether students decide to persist in CS. Studies show that students' self-assessments affect their self-efficacy in many domains, and in CS, researchers have found that students frequently assess their programming ability based on their expectations about the programming process. However, we know little about the specific programming experiences that prompt the negative self-assessments that lead to lower self-efficacy. In this paper, we present findings from a survey study with 214 CS1 students from three universities. We used vignette-style questions to describe thirteen programming moments which may prompt negative self-assessments, such as getting syntax errors and spending time planning. We found that many students across all three universities reported that they negatively self-assess at each of the thirteen moments, despite the differences in curriculum and population. Furthermore, those who report more frequent negative self-assessments tend to have lower self-efficacy. Finally, our findings suggest that students' perceptions of professional programming practice may influence their expectations and negative self-assessments. By reducing the frequency that students self-assess negatively while programming, we may be able to improve self-efficacy and decrease dropout rates in CS.