Achievement Goals in CS1: Replication and Extension
Achievement Goals in CS1: Replication and Extension
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DOI：
10.1145/3159450.3159452
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发表时间：
2018-02
期刊：
影响因子：
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通讯作者：
Daniel Zingaro;Michelle Craig;Leo Porter;Brett A. Becker;Yingjun Cao;Phill Conrad;D. Cukierman;Arto Hellas;Dastyni Loksa;Neena Thota
中科院分区：
文献类型：
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作者：
Daniel Zingaro;Michelle Craig;Leo Porter;Brett A. Becker;Yingjun Cao;Phill Conrad;D. Cukierman;Arto Hellas;Dastyni Loksa;Neena Thota
复制研究在CS教育中是罕见的。出于这个原因，通常不清楚我们的研究结果在多大程度上超越了他们的时代背景。本研究是对成就目标理论在高中一年级学生中研究的复制和延伸。成就目标是对所需能力的认知表征（例如，主题掌握，优于同龄人），并可以预测成绩和兴趣等结果。我们研究了成就目标及其对四个国家六所院校CS 1学生的影响。广泛的模式保持-掌握目标是有益的，而外观目标不是-但我们的数据还承认细粒度的分析，细微差别这些发现。特别是，学生追求目标的动机可以澄清绩效目标和结果之间的关系。
Replication research is rare in CS education. For this reason, it is often unclear to what extent our findings generalize beyond the context of their generation. The present paper is a replication and extension of Achievement Goal Theory research on CS1 students. Achievement goals are cognitive representations of desired competence (e.g., topic mastery, outperforming peers) in achievement settings, and can predict outcomes such as grades and interest. We study achievement goals and their effects on CS1 students at six institutions in four countries. Broad patterns are maintained --- mastery goals are beneficial while appearance goals are not --- but our data additionally admits fine-grained analyses that nuance these findings. In particular, students' motivations for goal pursuit can clarify relationships between performance goals and outcomes.