CS1: Intrinsic Motivation, Self-Efficacy, and Effort
This research investigates university students’ success in their first programming course (CS1) in relation to their motivation, mathematical ability, programming self-efficacy, and initial goal setting. To our knowledge, these constructs have not been measured in a single study before in the Finnis...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Vilnius University
2023-12-01
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| Series: | Informatics in Education |
| Subjects: | |
| Online Access: | https://infedu.vu.lt/doi/10.15388/infedu.2023.26 |
| _version_ | 1797390234057441280 |
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| author | Antti-Jussi Lakanen Ville Isomöttönen |
| author_facet | Antti-Jussi Lakanen Ville Isomöttönen |
| author_sort | Antti-Jussi Lakanen |
| collection | DOAJ |
| description | This research investigates university students’ success in their first programming course (CS1) in relation to their motivation, mathematical ability, programming self-efficacy, and initial goal setting. To our knowledge, these constructs have not been measured in a single study before in the Finnish context. The selection of the constructs is in line with the statistical model that predicts student performance (“PreSS”) (Quille and Bergin, 2018). The constructs are compared with various demographic and background variables, such as study major, prior programming experience, and average weekly working hours. Some of the main results of this study are as follows: (1) students generally entered with a high interest in programming and high motivation, but these factors did not increase during the course, i.e., interest in programming did not increase. (2) Having prior experience yielded higher initial programming self-efficacy, grade expectations, and spending less time on tasks, but not better grades (although worse neither). While these results can be seen as preliminary (and alarming in some parts), they give rise to future research for investigating possible expectation–performance gaps in CS1 and later CS studies. As our dataset accumulates, we also hope to be able to construct a valid success prediction model. |
| first_indexed | 2024-03-08T23:08:49Z |
| format | Article |
| id | doaj.art-ae5d35e9f3374dcbb7c76831bf756216 |
| institution | Directory Open Access Journal |
| issn | 1648-5831 2335-8971 |
| language | English |
| last_indexed | 2024-03-08T23:08:49Z |
| publishDate | 2023-12-01 |
| publisher | Vilnius University |
| record_format | Article |
| series | Informatics in Education |
| spelling | doaj.art-ae5d35e9f3374dcbb7c76831bf7562162023-12-15T10:24:11ZengVilnius UniversityInformatics in Education1648-58312335-89712023-12-0122465167010.15388/infedu.2023.26CS1: Intrinsic Motivation, Self-Efficacy, and EffortAntti-Jussi Lakanen0Ville Isomöttönen1Faculty of Information Technology, University of Jyvaskyla, P.O. Box 35, FI-40014, FinlandFaculty of Information Technology, University of Jyvaskyla, P.O. Box 35, FI-40014, FinlandThis research investigates university students’ success in their first programming course (CS1) in relation to their motivation, mathematical ability, programming self-efficacy, and initial goal setting. To our knowledge, these constructs have not been measured in a single study before in the Finnish context. The selection of the constructs is in line with the statistical model that predicts student performance (“PreSS”) (Quille and Bergin, 2018). The constructs are compared with various demographic and background variables, such as study major, prior programming experience, and average weekly working hours. Some of the main results of this study are as follows: (1) students generally entered with a high interest in programming and high motivation, but these factors did not increase during the course, i.e., interest in programming did not increase. (2) Having prior experience yielded higher initial programming self-efficacy, grade expectations, and spending less time on tasks, but not better grades (although worse neither). While these results can be seen as preliminary (and alarming in some parts), they give rise to future research for investigating possible expectation–performance gaps in CS1 and later CS studies. As our dataset accumulates, we also hope to be able to construct a valid success prediction model.https://infedu.vu.lt/doi/10.15388/infedu.2023.26CS1interestmotivation |
| spellingShingle | Antti-Jussi Lakanen Ville Isomöttönen CS1: Intrinsic Motivation, Self-Efficacy, and Effort Informatics in Education CS1 interest motivation |
| title | CS1: Intrinsic Motivation, Self-Efficacy, and Effort |
| title_full | CS1: Intrinsic Motivation, Self-Efficacy, and Effort |
| title_fullStr | CS1: Intrinsic Motivation, Self-Efficacy, and Effort |
| title_full_unstemmed | CS1: Intrinsic Motivation, Self-Efficacy, and Effort |
| title_short | CS1: Intrinsic Motivation, Self-Efficacy, and Effort |
| title_sort | cs1 intrinsic motivation self efficacy and effort |
| topic | CS1 interest motivation |
| url | https://infedu.vu.lt/doi/10.15388/infedu.2023.26 |
| work_keys_str_mv | AT anttijussilakanen cs1intrinsicmotivationselfefficacyandeffort AT villeisomottonen cs1intrinsicmotivationselfefficacyandeffort |