Antecedents to End Users' Success in Learning to Program in an Introductory Programming Course

Bottoni, Paolo; Lara, Juan de; Guerra, Esther

doi:10.1109/vlhcc.2007.8

Cited by 18 publications

(29 citation statements)

References 9 publications

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“…First, gender predicts levels of IST self-efficacy, replicating similar effects found in computer science education [Marakas et al 1998;Wiedenbeck et al 2007] and other end-user domains [Beckwith 2007]. Note that in contrast to earlier findings [Ogletree and Williams 1990], gender was a significant predictor even when programming background was part of the regression equation.…”

Section: Toward a Model Of Social-cognitive Variables In Cis Educationsupporting

confidence: 67%

“…The computer playfulness construct-operationalized as a scale assessing feelings of creativity, spontaneity and so on [Webster and Martocchio 1992]-has been shown to predict success and reactions to computer tasks. For example, Wiedenbeck et al [2007] observed that computer playfulness predicts success in introductory programming classes; Potowsky [2002] showed that playfulness interacts with reactions to database training in the workplace. Furthermore, a recent Ph.D. dissertation [Coleman 2009] finds that males have higher computer playfulness scores than females.…”

Section: Factors Affecting Choice and Commitment To Cis Educationmentioning

confidence: 99%

“…The knowledge and attitudes that students bring to their university studies do predict learning outcomes in introductory programming courses [Barker et al 2009;Wiedenbeck et al 2007]. However over the longer term, learning theorists posit that students learn through a socialcognitive process wherein personal cognitive and motivational factors interact continuously with the social context in which learning occurs [Vygotsky 1978].…”

Section: Social-cognitive Factors In Cis Educationmentioning

confidence: 99%

“…One variable related to technology experience is programming background, which can be used as a surrogate for current CIS sophistication [Wiedenbeck et al 2007]. We operationalized this in a straightforward fashion, obtaining self-reports of the number of programming courses taken to this point.…”

Section: Cis Experience and Attitudesmentioning

confidence: 99%

“…Following Wiedenbeck et al [2007], we intended this scale as a surrogate for students' intrinsic motivation to work on computer-related tasks. Respondents again rated agreement on a scale from 1-7, for a set of seven adjectives that might describe "how you feel when you work on computer projects".…”

Section: Cis Experience and Attitudesmentioning

confidence: 99%

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Orientation of Undergraduates Toward Careers in the Computer and Information Sciences

Rosson

Carroll

Sinha

2011

ACM Trans. Comput. Educ.

109

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Researchers have been working to understand the factors that may be contributing to low rates of participation by women and other minorities in the computer and information sciences (CIS). We describe a multivariate investigation of male and female university students' orientation to CIS careers. We focus on the roles of self-efficacy and peer-based social support as social-cognitive variables in the students' learning process. We explore these variables and their impact on career orientation through a set of overlapping regression models. In general, we find that strong social support and high self-efficacy are associated with strong orientation toward careers in CIS careers. However the influences of perceived self-efficacy and social support appear to differ for men and women: while low self-efficacy is tied to less social support for males, we see no similar tendency for females. In fact many females who report themselves as low in self-efficacy consider themselves to have high social support among their peers. We discuss the implications of our findings for programs aimed at outreach to both males and females regarding CIS education and careers. ACM Reference Format:Rosson, M. B., Carroll, J. M., and Sinha, H. 2011. Orientation of undergraduates toward careers in the computer and information sciences: Gender, self-efficacy and social support. ACM Trans. Comput.

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Section: Toward a Model Of Social-cognitive Variables In Cis Educationsupporting

confidence: 67%