Profiles of Motivated Self-Regulation in College Computer Science Courses: Differences in Major versus Required Non-Major Courses
Profiles of Motivated Self-Regulation in College Computer Science Courses: Differences in Major versus Required Non-Major Courses
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大学计算机科学课程动机性自我调节概况：专业与必修非专业课程的差异
DOI：
10.1007/s10956-013-9437-9
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发表时间：
2013
影响因子：
4.4
通讯作者：
Leen
中科院分区：
文献类型：
--
作者：
D. Shell;Leen
本研究的目标是利用剖析的方法来了解动机和战略自我调节中学后STEM学生之间的差异，主要与所需的非主要计算机科学课程。参与者是233名来自中西部一所大型州立大学的计算机科学入门课程的学生（194名男性，35名女性，4名未知）。聚类分析确定了五个特征：（1）高度动机的不择手段的好策略使用者的策略特征;（2）内在动机的自主、掌握导向的学生的知识构建特征;（3）效用动机的最低参与学生的表面学习特征;（4）无动机的脱离学生的冷漠特征;（5）一个有动机但不能有效自我调节的学生的习得无助的侧面。在计算机专业和学生在他们的专业领域的课程，战略和知识建设的配置文件是最普遍的。在非计算机专业学生和非专业必修课学生中，习得性无助、表面学习和冷漠型人格特征最为普遍。策略型和知识建构型的学生对计算思维知识的保留率显著高于其他类型的学生。在冷漠和表面的学习概况的学生看到了他们未来的学术和职业目标的课程工具。研究结果表明，在STEM领域的学生需要计算机科学课程表现出相同的星座的动机战略自我调节配置文件中发现其他中学后和K-12设置。
The goal of the present study was to utilize a profiling approach to understand differences in motivation and strategic self-regulation among post-secondary STEM students in major versus required non-major computer science courses. Participants were 233 students from required introductory computer science courses (194 men; 35 women; 4 unknown) at a large Midwestern state university. Cluster analysis identified five profiles: (1) a strategic profile of a highly motivated by-any-means good strategy user; (2) a knowledge-building profile of an intrinsically motivated autonomous, mastery-oriented student; (3) a surface learning profile of a utility motivated minimally engaged student; (4) an apathetic profile of an amotivational disengaged student; and (5) a learned helpless profile of a motivated but unable to effectively self-regulate student. Among CS majors and students in courses in their major field, the strategic and knowledge-building profiles were the most prevalent. Among non-CS majors and students in required non-major courses, the learned helpless, surface learning, and apathetic profiles were the most prevalent. Students in the strategic and knowledge-building profiles had significantly higher retention of computational thinking knowledge than students in other profiles. Students in the apathetic and surface learning profiles saw little instrumentality of the course for their future academic and career objectives. Findings show that students in STEM fields taking required computer science courses exhibit the same constellation of motivated strategic self-regulation profiles found in other post-secondary and K-12 settings.
影响因子：
7.6
作者：
Grant, H;Dweck, CS
通讯作者：
Dweck, CS