On the Domain-Specificity of Mindsets: The Relationship Between Aptitude Beliefs and Programming Practice
On the Domain-Specificity of Mindsets: The Relationship Between Aptitude Beliefs and Programming Practice
复制标题
关于心态的领域特异性：能力信念与编程实践之间的关系
DOI：
10.1109/te.2013.2288700
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发表时间：
2014
影响因子：
2.6
通讯作者：
G. Ghinea
中科院分区：
文献类型：
--
作者：
M. A. Scott;G. Ghinea
刻意练习在许多学习领域都很重要，包括学习计算机编程。然而，关于个人特质本质的信念（称为心态）可以对这种实践产生深远的影响。先前的研究表明，那些具有固定心态的人相信他们的特质无法改变；当遇到困难时，他们往往会降低练习水平。相比之下，那些拥有成长心态的人相信他们的特质是灵活的；尽管困难重重，他们仍倾向于保持定期练习。然而，将思维方式作为关注智力的单一结构可能并不适合计算机编程领域。为了探索这个概念，我们向软件工程本科生分发了一份自信调查。它揭示了对智力和编程能力的信念形成了两种不同的结构。此外，编程能力的心态在预测软件开发实践方面具有更大的效用，后续调查显示，它在整个教学过程中变得更加固定。因此，教育工作者应该考虑特定于编程的信念在软件工程入门课程的设计和评估中的作用。特别是，他们需要将成长信息置于情境中，以激励经历早期挫折的学生。
Deliberate practice is important in many areas of learning, including that of learning to program computers. However, beliefs about the nature of personal traits, known as mindsets, can have a profound impact on such practice. Previous research has shown that those with a fixed mindset believe their traits cannot change; they tend to reduce their level of practice when they encounter difficulty. In contrast, those with the growth mindset believe their traits are flexible; they tend to maintain regular practice despite the level of difficulty. However, focusing on mindset as a single construct focused on intelligence may not be appropriate in the field of computer programming. Exploring this notion, a self-belief survey was distributed to undergraduate software engineering students. It revealed that beliefs about intelligence and programming aptitude formed two distinct constructs. Furthermore, the mindset for programming aptitude had greater utility in predicting software development practice, and a follow-up survey showed that it became more fixed throughout instruction. Thus, educators should consider the role of programming-specific beliefs in the design and evaluation of introductory courses in software engineering. In particular, they need to situate and contextualize the growth messages that motivate students who experience early setbacks.