计算机科学专业学生CS1自我效能感:基于社会认知理论的结果

P. Kinnunen, B. Simon
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引用次数: 93

摘要

本文从社会认知理论的角度讨论了一项扎根理论研究的结果。在之前的研究中,我们发现CS专业的学生在完成CS1编程作业的过程中有不同的体验;但他们都做了与编程相关的自我效能评估。值得注意的是,学生在成功完成作业后可能会对自我效能感产生负面影响,而在努力完成作业后则会产生积极影响。计算机科学专业的学生倾向于将他们与自己和同学的比较作为他们自我效能感的基础。本文从Bandura的自我效能理论的角度对这些结果进行了更深入的研究,目的是详细介绍可行的教学干预措施,以支持学生的编程入门课程体验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
CS majors' self-efficacy perceptions in CS1: results in light of social cognitive theory
This paper discusses the results of a Grounded Theory study on students experience with introductory programming assignments in the light of social cognitive theory. In previous studies we have found CS majors experienced the process of doing CS1 programming assignments in different ways; but they universally made programming-related self-efficacy assessments along the way. Notably, students may reflect negatively on their self-efficacy after successfully completing an assignment, or positively after struggling with an assignment. CS majors tended to use their comparisons with self and classmates as a base for their self-efficacy perceptions. This paper takes a deeper look at these results from the lens of Bandura's self-efficacy theory with the goal of detailing viable pedagogical interventions to support students' introductory programming course experiences.
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