Implicit Theories and Self-Efficacy in an Introductory Programming Course

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

IEEE TRANSACTIONS ON EDUCATION, cilt.61, sa.3, ss.218-225, 2018 (SCI-Expanded) identifier identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 61 Sayı: 3
  • Basım Tarihi: 2018
  • Doi Numarası: 10.1109/te.2017.2789183
  • Dergi Adı: IEEE TRANSACTIONS ON EDUCATION
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.218-225
  • Anahtar Kelimeler: Achievement, attribution theory, implicit theories, mindset for programming, programming aptitude, programming efficacy, self-efficacy, student perception, VALIDATION, SCALE, VALIDITY, BELIEFS
  • İstanbul Teknik Üniversitesi Adresli: Hayır

Özet

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