Assessing Student Behavior in Computer Science Education with an fsQCA Approach
Assessing Student Behavior in Computer Science Education with an fsQCA Approach
复制标题
使用 fsQCA 方法评估计算机科学教育中的学生行为
DOI：
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发表时间：
2017
影响因子：
2.4
通讯作者：
D. Sampson
中科院分区：
文献类型：
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作者：
I. Pappas;M. Giannakos;M. L. Jaccheri;D. Sampson
本研究以复杂性理论探讨影响学生继续学习电脑科学之因素的因果模式。为此，它确定了收益和障碍，在CS教育的基本因素，包括动机和学习成绩，并提出了一个概念模型沿着与研究命题。为了验证其命题，本研究采用模糊集定性比较分析的数据样本，从344名学生。研究结果表明，八种配置的认知和非认知的收益，障碍，学习动机，和学习表现，解释高意图继续研究CS。本研究的贡献文献（1）提供了新的见解CS学生的意图继续他们的研究和（2）推进的理论基础，如何学生的收益，障碍，动机和学习成绩联合收割机，以更好地解释高意图继续CS研究的预测之间的关系。
This study uses complexity theory to understand the causal patterns of factors that stimulate students’ intention to continue studies in computer science (CS). To this end, it identifies gains and barriers as essential factors in CS education, including motivation and learning performance, and proposes a conceptual model along with research propositions. To test its propositions, the study employs fuzzy-set qualitative comparative analysis on a data sample from 344 students. Findings indicate eight configurations of cognitive and noncognitive gains, barriers, motivation for studies, and learning performance that explain high intention to continue studies in CS. This research study contributes to the literature by (1) offering new insights into the relationships among the predictors of CS students’ intention to continue their studies and (2) advancing the theoretical foundation of how students’ gains, barriers, motivation, and learning performance combine to better explain high intentions to continue CS studies.
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