Implicit Theories and Self-Efficacy in an Introductory Programming Course

Tek F. B., Benli K. S., Deveci E.

IEEE TRANSACTIONS ON EDUCATION, vol.61, no.3, pp.218-225, 2018 (SCI-Expanded) identifier identifier identifier

  • Publication Type: Article / Article
  • Volume: 61 Issue: 3
  • Publication Date: 2018
  • Doi Number: 10.1109/te.2017.2789183
  • Journal Name: IEEE TRANSACTIONS ON EDUCATION
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.218-225
  • Keywords: Achievement, attribution theory, implicit theories, mindset for programming, programming aptitude, programming efficacy, self-efficacy, student perception, VALIDATION, SCALE, VALIDITY, BELIEFS
  • Istanbul Technical University Affiliated: No

Abstract

Contribution: This paper examined student effort and performance in an introductory programming course with respect to student-held implicit theories and self-efficacy.