Manipulating mindset to positively influence introductory programming performance
Manipulating mindset to positively influence introductory programming performance
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操纵心态以积极影响入门编程表现
DOI：
10.1145/1734263.1734409
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发表时间：
2010
影响因子：
5.7
通讯作者：
P. Saffrey
中科院分区：
文献类型：
--
作者：
Q. Cutts;E. Cutts;S. Draper;Patrick J. O'Donnell;P. Saffrey
编程入门课程因其高辍学率而闻名。作者提出，这是因为学生学会对编程采取固定心态。本文报告了一项基于 Dweck 的思维方式研究的编程入门课程的研究。结合了三种干预措施：导师向学生传授心态；向学生提供有关其工作的成长心态反馈信息；当遇到困难时，鼓励学生使用带有路径的婴儿床来解决问题。研究发现，教学心态和返工时提供心态信息的结合导致心态发生显着变化，考试成绩也相应发生显着变化——在六周干预后立即进行的课堂测试和年终考试中发现考试成绩有所提高。作者讨论了研究结果以及研究的优点和缺点。
Introductory programming classes are renowned for their high dropout rates. The authors propose that this is because students learn to adopt a fixed mindset towards programming. This paper reports on a study carried out with an introductory programming class, based on Dweck's mindset research. Combinations of three interventions were carried out: tutors taught mindset to students; growth mindset feedback messages were given to students on their work; and, when stuck, students were encouraged to use a crib sheet with pathways to solve problems. The study found that the mixture of teaching mindset and giving mindset messages on returned work resulted in a significant change in mindset and a corresponding significant change in test scores - improvements in test scores were found in a class test given immediately after the six-week intervention and at the end-of-year exam. The authors discuss the results and the strengths and weaknesses of the study.