Understanding student retention in computer science education: The role of environment, gains, barriers and usefulness
Understanding student retention in computer science education: The role of environment, gains, barriers and usefulness
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了解计算机科学教育中的学生保留率：环境、收益、障碍和有用性的作用
DOI：
10.1007/s10639-016-9538-1
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发表时间：
2016
影响因子：
5.5
通讯作者：
D. Sampson
中科院分区：
文献类型：
--
作者：
M. Giannakos;I. Pappas;M. L. Jaccheri;D. Sampson
研究人员一直在努力了解计算机科学（CS）教育的高辍学率。环境，学位的有用性和障碍是学生在CS中完成学习意图的重要预测因素（保留）。辍学者，八个CS学生的回答是八家型模型，占学生保留的差异的39％。 ，虽然非认知能力妨碍了它，但发现负面的感觉会减少学生的整体结果。对于理论发展，为了允许教育者和政策制定者采取适当的措施，以增强学生在CS研究中的经验并增加保留率。
Researchers have been working to understand the high dropout rates in computer science (CS) education. Despite the great demand for CS professionals, little is known about what influences individuals to complete their CS studies. We identify gains of studying CS, the (learning) environment, degree’s usefulness, and barriers as important predictors of students’ intention to complete their studies in CS (retention). The framework aims to identify reasons that may contribute to dropout, using responses from 344 CS students. The eight-predictor model accounts for 39 % of the explained variance in student retention. A high level for degree’s usefulness has a positive effect on retention. Further, cognitive gains and supportive environment positively impact degree’s usefulness, while non-cognitive gains hinder it. Lastly, negative feelings (personal values) are found to reduce student retention. The overall outcomes are expected to contribute to theoretical development, in order to allow educators and policy makers to take appropriate measures to enhance students’ experience in CS studies and increase retention.
影响高中数学参与、教育愿望和职业规划的性别动机过程：澳大利亚、加拿大和美国样本的比较。
影响因子：
4
作者：
Watt,HelenMG;Shapka,JenniferD;Morris,ZoeA;Durik,AmandaM;Keating,DanielP;Eccles,JacquelynneS
通讯作者：
Eccles,JacquelynneS