Students' Emotional Reactions to Programming Projects in Introduction to Programming: Measurement Approach and Influence on Learning Outcomes
Students' Emotional Reactions to Programming Projects in Introduction to Programming: Measurement Approach and Influence on Learning Outcomes
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《编程导论》中学生对编程项目的情绪反应：测量方法及其对学习成果的影响
DOI：
10.1145/3105726.3106187
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
R. Enbody
中科院分区：
文献类型：
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作者：
A. Lishinski;Aman Yadav;R. Enbody
先前的研究发现，编程作业会在入门编程学生中产生强烈的情绪反应。这些情绪反应通常与处理困难时的挫折感以及克服问题的难度有关。这些情绪反应不仅本身强大，而且还被证明会诱导学生做出自我效能判断，这反过来又会导致适应或适应不良的行为，这取决于判断的效价。这些结果已经在以前的定性研究中发现，然而，迄今为止，还没有人做了一个更大规模的定量研究的情绪反应在入门编程的学生。此外，没有人试图将这些情绪反应系统地与学生的学习成果联系起来。因此，本研究报告的试点使用的基本情绪反应的调查与一大类本科入门编程的学生。这些情绪反应如何影响学生的课程成绩在短期和长期的初步结果。
Previous research has found that programming assignments can produce strong emotional reactions in introductory programming students. These emotional reactions often have to do with the frustration of dealing with difficulties and how hard it can be to overcome problems. Not only are these emotional reactions powerful in and of themselves, they have also been shown to induce students to make self-efficacy judgments, which can in turn cause adaptive or maladaptive behaviors, depending on the valence of the judgment. These results have been found in previous qualitative research in programming, however, to date no one has done a larger scale quantitative examination of emotional reactions in introductory programming students. Furthermore, no one has tried to connect these emotional reactions systematically to student learning outcomes. Therefore, this study reports on the pilot use of a basic emotional reactions survey with a large class of undergraduate introductory programming students. Preliminary results are presented on how these emotional reactions affect students' course outcomes over the short and longer term.