ACM Transactions on Computing Education最新文献

{"title":"Relationship Between Implicit Intelligence Beliefs and Maladaptive Self-Regulation of Learning","authors":"Abraham E. Flanigan, Markeya S. Peteranetz, Duane F. Shell, Leen-Kiat Soh","doi":"https://dl.acm.org/doi/10.1145/3595187","DOIUrl":"https://doi.org/https://dl.acm.org/doi/10.1145/3595187","url":null,"abstract":"<p><b>Objectives</b>. Although prior research has uncovered shifts in <b>computer science (CS)</b> students’ implicit beliefs about the nature of their intelligence across time, little research has investigated the factors contributing to these changes. To address this gap, two studies were conducted in which the relationship between ineffective self-regulation of learning experiences and CS students’ implicit intelligence beliefs at different times during the semester was assessed.</p><p><b>Participants</b>. Participants for Studies 1 (n = 536) and 2 (n = 222) were undergraduate students enrolled in introductory- and upper-level CS courses at a large, public, Midwestern university. Race-ethnicity information was not collected due to IRB concerns about possible secondary identification of participants from underrepresented groups.</p><p><b>Study Method</b>. Participants completed a condensed version of the Implicit Theories of Intelligence Scale [16, 54] and the Lack of Regulation Scale from the Student Perceptions of Classroom Knowledge Building scale [51, 53] at the beginning (Studies 1 and 2), middle (Study 2), and end (Studies 1 and 2) of semester-long undergraduate CS courses. Survey responses were analyzed using path analyses to investigate how students’ lack of regulation experiences throughout the semester predicted their implicit intelligence beliefs at the beginning (Study 2) and end (Studies 1 and 2) of the semester.</p><p><b>Findings</b>. Results from Study 1 indicate that undergraduate CS students come to more strongly believe that their intelligence is a fixed, unchanging entity from the beginning until the end of the semester. Moreover, participants’ responses to the lack of regulation scale were predictive of their implicit intelligence beliefs at the end of the semester. Results from Study 2 indicate that ineffective self-regulation experiences early in the semester enhance CS students’ belief in the unchanging nature of intelligence (i.e., during the first half of the semester). Taken altogether, these findings provide evidence that self-regulation experiences influence students’ beliefs about the malleability of intelligence.</p><p><b>Conclusions</b>. Findings align with Bandura's [4] contention that students’ behaviors and experiences influence their values and beliefs. Students who experienced poor self-regulated learning came to view intelligence as more of a fixed, unalterable entity than their more successfully self-regulated peers. Findings suggest that CS instructors can positively affect student motivation and engagement by embedding self-regulated learning strategy instruction into their courses and helping CS students adopt an incremental-oriented (e.g., growth-oriented) belief system about their intellectual abilities.</p>","PeriodicalId":48764,"journal":{"name":"ACM Transactions on Computing Education","volume":"36 5","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138503019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of Submission Limits and Regression Penalties to Improve Student Behavior with Automatic Assessment Systems","authors":"Ramon Lawrence, Sarah Foss, Tatiana Urazova","doi":"https://dl.acm.org/doi/10.1145/3591210","DOIUrl":"https://doi.org/https://dl.acm.org/doi/10.1145/3591210","url":null,"abstract":"&lt;p&gt;&lt;b&gt;Objectives&lt;/b&gt;. Automatic assessment systems are widely used to provide rapid feedback for students and reduce grading time. Despite the benefits of increased efficiency and improved pedagogical outcomes, an ongoing challenge is mitigating poor student behaviors when interacting with automatic assessment systems including numerous submissions, trial-and-error, and relying on marking feedback for problem solving. These behaviors negatively affect student learning as well as have significant impact on system resources. This research quantitatively examines how utilizing submission policies such as limiting the number of submissions and applying regression penalties can reduce negative student behaviors. The hypothesis is that both submission policies will have a significant impact on student behavior and reduce both the number of submissions and regressions in student performance. The research questions evaluate the impact on student behavior, determine which submission policy is the most effective, and what submission policy is preferred by students.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Participants&lt;/b&gt;. The study involved two course sections in two different semesters consisting of a total of 224 students at the University of British Columbia, a research-intensive university. The students were evaluated using an automated assessment system in a large third year database course.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Study Methods&lt;/b&gt;. The two course sections used an automated assessment system for constructing database design diagrams for assignments and exams. The first section had no limits on the number of submissions for both assignments and exams. The second section had limits for the exams but no limits on assignments. On the midterm, participants were randomly assigned to have either a restriction on the total number of submissions or unlimited submissions but with regression penalties if a graded answer was lower than a previous submission. On the final exam, students were given the option of selecting their submission policy. Student academic performance and submission profiles were compared between the course sections and the different submission policies.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Findings.&lt;/b&gt; Unrestricted use of automatic grading systems results in high occurrence of undesirable student behavior including trial-and-error guessing and reduced time between submissions without sufficient independent thought. Both submission policies of limiting maximum submissions and utilizing regression penalties significantly reduce these behaviors by up to 85%. Overall, students prefer maximum submission limits, and demonstrate improved behavior and educational outcomes.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Conclusions&lt;/b&gt;. Automated assessment systems when used for larger problems related to design and programming have benefits when deployed with submission restrictions (maximum attempts or regression penalty) for both improved student learning behaviors and to reduce the computational costs for the system. This is especially important for sum","PeriodicalId":48764,"journal":{"name":"ACM Transactions on Computing Education","volume":"36 4","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138503020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Global Manager: A Serious Game to Raise Awareness of the Challenges of Being a Project Manager in Global Software Development","authors":"Aurora Vizcaíno, Félix O. García, Víctor Hugo Menéndez, Antonio Manjavacas, Rubén Márquez, Marta Molina","doi":"https://dl.acm.org/doi/10.1145/3592620","DOIUrl":"https://doi.org/https://dl.acm.org/doi/10.1145/3592620","url":null,"abstract":"<p>Project managers tend to confront multiple challenges in Global Software Development (GSD), including misunderstandings about the project requirements, complex estimations of costs, risks, and efforts, along with increases in task allocation and a lack of coordination. “Soft skills” play a fundamental role in solving these challenges, as they are the human or social abilities that facilitate the resolution of conflicts and involve dealing with people and managing projects in their most social and creative dimension. However, developing the soft skills that allow project managers to lead in an effective manner is not an easy task, especially in global or distributed environments, where coordination and control problems are commonplace. One suitable mechanism with which to develop these soft skills is that of serious games, which focus on learning by doing and allow users to simulate real scenarios. The authors of this article are aware of the usefulness of this type of teaching method and have, therefore, developed the serious game described herein. This serious game is denominated as Global Manager and is focused on helping both students and novice project managers to become aware of the factors that may affect GSD projects. Global Manager was evaluated by means of a quasi-experiment based on a pretest-posttest design, which was used to assess whether the game can increase the players’ awareness and knowledge of the factors that a project manager should consider in GSD projects. The results obtained after evaluating the game were quite satisfactory, as the game taught the players to differentiate between global and distributed software projects and to experience situations that may and do occur in these settings. Furthermore, Global Manager helped improve players' perceptions of the importance of different influencing factors in GSD.</p>","PeriodicalId":48764,"journal":{"name":"ACM Transactions on Computing Education","volume":"36 7","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138503017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Generalized Estimating Equations Approach to Investigate Predictors of Teacher Candidates’ Views of Coding","authors":"Brian R. Belland, Chanmin Kim, Anna Y. Zhang, Eunseo Lee","doi":"https://dl.acm.org/doi/10.1145/3587163","DOIUrl":"https://doi.org/https://dl.acm.org/doi/10.1145/3587163","url":null,"abstract":"<p>This article reports the analysis of data from five different studies to identify predictors of preservice, early childhood teachers’ views of (a) the nature of coding, (b) integration of coding into preschool classrooms, and (c) relation of coding to fields other than computer science (CS). Significant changes in views of coding were predicted by time, prior robot programming experience, and perceptions of the value of coding. Notably, prior programming knowledge and positive perceptions of mathematics predicted decreases in views of coding from pre- to post-survey.</p>","PeriodicalId":48764,"journal":{"name":"ACM Transactions on Computing Education","volume":"6 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Think-Aloud Study of Novice Debugging","authors":"Jacqueline Whalley, Amber Settle, Andrew Luxton-Reilly","doi":"https://dl.acm.org/doi/10.1145/3589004","DOIUrl":"https://doi.org/https://dl.acm.org/doi/10.1145/3589004","url":null,"abstract":"<p>Debugging is a core skill required by programmers, yet we know little about how to effectively teach the process of debugging. The challenges of learning debugging are compounded for novices who lack experience and are still learning the tools they need to program effectively. In this work, we report a case study in which we used a think-aloud protocol to gain insight into the behaviour of three students engaged in debugging tasks. Our qualitative analysis reveals a variety of helpful practices and barriers that limit the effectiveness of debugging. We observe that comprehension, evidence-based activities, and workflow practices all contribute to novice debugging success. Lack of sustained effort, precision, and methodical processes negatively impact debugging effectiveness. We anticipate that understanding how students engage in debugging tasks will aid future work to address ineffective behaviours and promote effective debugging activities.</p>","PeriodicalId":48764,"journal":{"name":"ACM Transactions on Computing Education","volume":"38 15 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competency Models for Information Security and Cybersecurity Professionals: Analysis of Existing Work and a New Model","authors":"Daniel Bendler, Michael Felderer","doi":"https://dl.acm.org/doi/10.1145/3573205","DOIUrl":"https://doi.org/https://dl.acm.org/doi/10.1145/3573205","url":null,"abstract":"<p>Competency models are widely adopted frameworks that are used to improve human resource functions and education. However, the characteristics of competency models related to the information security and cybersecurity domains are not well understood. To bridge this gap, this study investigates the current state of competency models related to the security domain through qualitative content analysis. Additionally, based on the competency model analysis, an evidence-based competency model is proposed. Examining the content of 27 models, we found that the models can benefit target groups in many different ways, ranging from policymaking to performance management. Owing to their many uses, competency models can arguably help to narrow the skills gap from which the profession is suffering. Nonetheless, the models have their shortcomings. First, the models do not cover all of the topics specified by the Cybersecurity Body of Knowledge (i.e., no model is complete). Second, by omitting social, personal, and methodological competencies, many models reduce the competency profile of a security expert to professional competencies. Addressing the limitations of previous work, the proposed competency model provides a holistic view of the competencies required by security professionals for job achievement and can potentially benefit both the education system and the labor market. To conclude, the implications of the competency model analysis and use cases of the proposed model are discussed.</p>","PeriodicalId":48764,"journal":{"name":"ACM Transactions on Computing Education","volume":"36 8","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138503016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Classifying the Characteristics of Effective Continuing Professional Development (CPD) for Computer Science Teachers in the 16-18 Sector","authors":"Jordan Allison","doi":"https://dl.acm.org/doi/10.1145/3582275","DOIUrl":"https://doi.org/https://dl.acm.org/doi/10.1145/3582275","url":null,"abstract":"<p>As technology and curricula continue to evolve and develop, the prevalence and effectiveness of continuing professional development (CPD) opportunities for computer science teachers is becoming increasingly more important. However, key questions remain about what the characteristics are for effective CPD in this context. Through the presentation of existing literature and the qualitative analysis of interviews with 32 employees from 13 English colleges (n = 14 computer science lecturers, 10 course leaders, and 8 members of senior leadership) this article answers the following question: ‘What are the characteristics of effective continuing professional development for computer science teachers in the 16-18 sector?’ Existing literature indicates how CPD benefits from: (1) knowledge development and application to classroom teaching, (2) self-efficacy development and measurement, (3) observation, feedback and reflection, (4) collaboration and communities of practice, (5) sufficient time, and (6) institution support. Meanwhile, the thematic analysis of interview data led to the creation of five overarching themes: (1) computer science CPD should address various knowledge domains, (2) CPD requires institutional support, (3) CPD should be engaging, (4) computer science CPD should involve a combination of activities, and (5) CPD should be measurable. This qualitative article also presents interview excerpts and contributes to computing education research and practice by presenting a set of thirty guidelines which outlines the characteristics of effective CPD in the context of computer science teachers in the 16-18 sector. These guidelines could be beneficial for both CPD providers and educators in ensuring CPD opportunities are designed more effectively, and with an understanding of both parties’ needs.</p>","PeriodicalId":48764,"journal":{"name":"ACM Transactions on Computing Education","volume":"36 6","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138503018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Research-Practice Partnership to Introduce Computer Science in Secondary School: Lessons from a Pilot Program","authors":"Laila El-Hamamsy, Jean-Philippe Pellet, Matthew Roberts, Helena Kovacs, Barbara Bruno, Jessica Dehler Zufferey, Francesco Mondada","doi":"https://dl.acm.org/doi/10.1145/3583779","DOIUrl":"https://doi.org/https://dl.acm.org/doi/10.1145/3583779","url":null,"abstract":"&lt;p&gt;&lt;b&gt;Context&lt;/b&gt; Introducing &lt;b&gt;Computer Science (CS)&lt;/b&gt; into formal education can be challenging, notably when considering the numerous stakeholders involved which include the students, teachers, schools, and policy makers. We believe these perspectives should be considered conjointly, which is possible within &lt;b&gt;Research Practice Partnerships (RPPs)&lt;/b&gt;. RPPs look to bridge research-practice gaps and have seen an increase in the field of education and CS-education. Unfortunately, RPPs are considered to be under-researched, in addition to presenting their own challenges.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Objectives&lt;/b&gt; To the purpose of assessing how RPPs may support the successful introduction of CS into formal education, we investigate three perspectives (students, teachers, and RPP stakeholders) and their interplay within the context of a multi-institution RPP conducting a pilot program to introduce CS to secondary school students.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Methods&lt;/b&gt; A mixed methods analysis was employed to triangulate data in a concurrent triangulation design. The data included (i) three surveys distributed over the semester to 106 grade 9 students (ages 12-14), (ii) four teacher-journals, (iii) two interviews and four focus groups with the teachers and representatives of the partner institutions.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Findings&lt;/b&gt; From the &lt;i&gt;students’ perspective&lt;/i&gt;, while their self-efficacy increased, their motivation decreased throughout the semester due to a miss-match between their expectations and the course. The findings also indicate that gender biases and heterogeneity are already present in grade 9. From the &lt;i&gt;teachers’ perspective&lt;/i&gt;, co-constructing the study plan, having access to regular support and collaborating within a community of practice when starting to teach CS all facilitated the teachers’ experience. Finally, from the &lt;i&gt;RPP’s perspective&lt;/i&gt; the collaboration between stakeholders and having researchers evaluate the program were considered to be key elements in the pilot program. However, there appears to be a research-practice gap, in large part due to limited interactions between researchers and curriculum designers, and researchers and the teachers in the field.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Conclusions&lt;/b&gt; From the &lt;i&gt;students’ perspective&lt;/i&gt; it appears relevant to introduce CS (i) prior to secondary school to address motivation and bias-related issues early on, and (ii) to all students to avoid participation being motivation-, stereotype-, or belief-driven, and risk broadening the gap between students, (iii) all the while being attentive to course format and content to ensure that the course meets students’ expectations and fosters autonomous motivation. From &lt;i&gt;the teachers’ perspective&lt;/i&gt;, while the support provided met the teachers’ needs, it is essential to find means of scaling such approaches when looking to deploy CS-curricular reforms to entire administrative regions. Finally, from the &lt;i&gt;RPP’s perspective&lt;/i&gt; (i) teachers’ should be given a voice in the RPP to better ","PeriodicalId":48764,"journal":{"name":"ACM Transactions on Computing Education","volume":"49 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Regular” CS × Inclusive Design = Smarter Students and Greater Diversity","authors":"Rosalinda Garcia, Patricia Morreale, Lara Letaw, Amreeta Chatterjee, Pakati Patel, Sarah Yang, Isaac Tijerina Escobar, Geraldine Jimena Noa, M. Burnett","doi":"10.1145/3603535","DOIUrl":"https://doi.org/10.1145/3603535","url":null,"abstract":"What if “regular” Computer Science (CS) faculty each taught elements of inclusive design in “regular” CS courses across an undergraduate curriculum? Would it affect the CS program's climate and inclusiveness to diverse students? Would it improve retention? Would students learn less CS? Would they actually learn any inclusive design? To answer these questions, we conducted a year-long Action Research investigation, in which 13 CS faculty integrated elements of inclusive design into 44 CS/IT offerings across a 4-year curriculum. The 613 affected students’ educational work products, grades, and/or climate questionnaire responses revealed significant improvements in students’ course outcomes (higher course grades and fewer course fails/incompletes/withdrawals), especially for marginalized groups; revealed that most students did learn and apply inclusive design concepts to their CS activities; and revealed that inclusion and teamwork in the courses significantly improved. These results suggest a new pathway for significantly improving students’ retention, their knowledge and usage of inclusive design, and their experiences across CS education—for marginalized groups and for all students.","PeriodicalId":48764,"journal":{"name":"ACM Transactions on Computing Education","volume":" ","pages":"1 - 35"},"PeriodicalIF":2.4,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45848049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationship Between Implicit Intelligence Beliefs and Maladaptive Self-Regulation of Learning","authors":"Abraham E. Flanigan, Markeya S. Peteranetz, D. Shell, Leen-Kiat Soh","doi":"10.1145/3595187","DOIUrl":"https://doi.org/10.1145/3595187","url":null,"abstract":"Objectives. Although prior research has uncovered shifts in computer science (CS) students’ implicit beliefs about the nature of their intelligence across time, little research has investigated the factors contributing to these changes. To address this gap, two studies were conducted in which the relationship between ineffective self-regulation of learning experiences and CS students’ implicit intelligence beliefs at different times during the semester was assessed. Participants. Participants for Studies 1 (n = 536) and 2 (n = 222) were undergraduate students enrolled in introductory- and upper-level CS courses at a large, public, Midwestern university. Race-ethnicity information was not collected due to IRB concerns about possible secondary identification of participants from underrepresented groups. Study Method. Participants completed a condensed version of the Implicit Theories of Intelligence Scale [16, 54] and the Lack of Regulation Scale from the Student Perceptions of Classroom Knowledge Building scale [51, 53] at the beginning (Studies 1 and 2), middle (Study 2), and end (Studies 1 and 2) of semester-long undergraduate CS courses. Survey responses were analyzed using path analyses to investigate how students’ lack of regulation experiences throughout the semester predicted their implicit intelligence beliefs at the beginning (Study 2) and end (Studies 1 and 2) of the semester. Findings. Results from Study 1 indicate that undergraduate CS students come to more strongly believe that their intelligence is a fixed, unchanging entity from the beginning until the end of the semester. Moreover, participants’ responses to the lack of regulation scale were predictive of their implicit intelligence beliefs at the end of the semester. Results from Study 2 indicate that ineffective self-regulation experiences early in the semester enhance CS students’ belief in the unchanging nature of intelligence (i.e., during the first half of the semester). Taken altogether, these findings provide evidence that self-regulation experiences influence students’ beliefs about the malleability of intelligence. Conclusions. Findings align with Bandura's [4] contention that students’ behaviors and experiences influence their values and beliefs. Students who experienced poor self-regulated learning came to view intelligence as more of a fixed, unalterable entity than their more successfully self-regulated peers. Findings suggest that CS instructors can positively affect student motivation and engagement by embedding self-regulated learning strategy instruction into their courses and helping CS students adopt an incremental-oriented (e.g., growth-oriented) belief system about their intellectual abilities.","PeriodicalId":48764,"journal":{"name":"ACM Transactions on Computing Education","volume":" ","pages":"1 - 23"},"PeriodicalIF":2.4,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45753945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}