Changes in student goal orientation across the semester in undergraduate computer science courses

Hazley, Melissa Patterson; Soh, Leen-Kiat; Miller, Leonard D.; Chiriacescu, Vlad; Ingraham, Elizabeth

doi:10.1109/fie.2014.7044366

Cited by 10 publications

(8 citation statements)

References 32 publications

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“…Classroom goal orientations have three dimensions-learning, performance, and task-with approach and avoid components for each. These goals are associated with students' grades and learning (Hazley et al, 2014;Nelson et al, 2015;Shell et al, 2013;Shell & Soh, 2013). Future connectedness is making connections between present activities and future outcome and is associated with student learning and strategic self-regulation in post-secondary classrooms Shell & Soh, 2013).…”

Section: Profiles Of Student Motivated Self-regulated Engagementmentioning

confidence: 99%

“…Students' class goal orientation was measured using an instrument from previous research in undergraduate computer science classes (Hazley et al, 2014;Nelson et al, 2015;Shell & Soh, 2013). Learning-approach goal orientation (2 items) assesses goals for developing long-term, deep understanding of information and skills learned in the course (e.g., "Learning new knowledge or skills during the class just for the sake of learning them").…”

Section: Motivation and Affect Measuresmentioning

confidence: 99%

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Implicit intelligence beliefs of computer science students: Exploring change across the semester

Flanigan¹,

Peteranetz²,

Shell³

et al. 2017

Contemporary Educational Psychology

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This study investigated introductory computer science (CS1) students' implicit beliefs of intelligence. Referencing Dweck and Leggett's (1988) framework for implicit beliefs of intelligence, we examined how (1) students' implicit beliefs changed over the course of a semester, (2) these changes differed as a function of course enrollment and students' motivated self-regulated engagement profile, and (3) implicit beliefs predicted student learning based on standardized course grades and performance on a computational thinking knowledge test. For all students, there were significant increases in entity beliefs and significant decreases in incremental beliefs across the semester. However, examination of effect sizes suggests that significant findings for change across time were driven by changes in specific subpopulations of students. Moreover, results showed that students endorsed incremental belief more strongly than entity belief at both the beginning and end of the semester. Furthermore, the magnitude of changes differed based on students' motivated self-regulated engagement profiles. Additionally, students' achievement outcomes were weakly predicted by their implicit beliefs of intelligence. Finally, results showed that the relationship between changes in implicit intelligence beliefs and student achievement varied across different CS1 courses. Theoretical implications for implicit intelligence beliefs and recommendations for STEM educators are discussed.

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Section: Profiles Of Student Motivated Self-regulated Engagementmentioning

confidence: 99%

Section: Motivation and Affect Measuresmentioning

confidence: 99%

Implicit intelligence beliefs of computer science students: Exploring change across the semester

Flanigan¹,

Peteranetz²,

Shell³

et al. 2017

Contemporary Educational Psychology

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“…While literature has shown that setting performance and mastery approach goals [10], persisting in the face of difficulty [16], and academic achievement [2] are all positively associated with retention in CS and other STEM courses, possessing an entity theory of intelligence is associated with a decrease in all of these factors influencing retention [1,11,20]. Thus, it is important that CS educators explore the relationship between entity theory of intelligence, and persistence in CS related courses, and investigate the impact that this can have on subsequent enrollment.…”

Section: Implications For Cs Educatorsmentioning

confidence: 99%

“…Research has shown that the strategic learning and knowledge building profiles are more adaptive than the other three profiles. For example, students adopting the strategic learning and knowledge building profiles score more highly on achievement measures [17], demonstrate higher mastery goal orientations [10], and see greater value in their CS courses [25] than students adopting the apathetic, surface learning, and learned helpless profiles. Finally, research has found that profile adoption tends to be relatively stable over time, with only one-third of students changing profiles across the course of an academic year [9,26].…”

Section: Profile Approachmentioning

confidence: 99%

“…Studies have demonstrated how STEM students' goal orientation [10], quality of instruction received [20], gender [27], strategic self-regulation [21], performance/enrollment in introductory ("gatekeeper") courses [2], and the perceived difficulty and usefulness of STEM courses [16] predict achievement and attrition in undergraduate STEM courses such as Computer Science (CS).…”

Section: Introductionmentioning

confidence: 99%

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Exploring Changes in Computer Science Students' Implicit Theories of Intelligence Across the Semester

Flanigan

Peteranetz

Shell

et al. 2015

Proceedings of the Eleventh Annual International Conference on International Computing Education Research

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Our study was based on exploring CS1 students' implicit theories of intelligence. Referencing Dweck and Leggett's [5] framework for implicit theories of intelligence, we investigated (1) how students' implicit theories changed over the course of a semester, (2) how these changes differed as a function of course enrollment and students' self-regulation profiles, and (3) whether or not implicit theories predicted standardized course grades and performance on a computational thinking knowledge test. For all students, there were significant increases in entity theory (fixed mindset) and significant decreases in incremental theory (growth mindset) across the semester. However, results showed that students had higher scores for incremental than entity theory of intelligence at both the beginning and end of the semester. Furthermore, both incremental and entity theory, but not semester change in intelligence theory, differed based on students' self-regulation profiles. Also, semester change in entity theory differed across courses. Finally, students' achievement outcomes were weakly predicted by their implicit theories of intelligence. Implications for student motivation and retention in CS and other STEM courses are also discussed.

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Achievement goal orientations in college students: longitudinal trajectories, related factors, and effects on academic performance

Liu,

Zhang,

Cao

2023

Eur J Psychol Educ

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Changes in student goal orientation across the semester in undergraduate computer science courses

Cited by 10 publications

References 32 publications

Implicit intelligence beliefs of computer science students: Exploring change across the semester

Implicit intelligence beliefs of computer science students: Exploring change across the semester

Exploring Changes in Computer Science Students' Implicit Theories of Intelligence Across the Semester

Achievement goal orientations in college students: longitudinal trajectories, related factors, and effects on academic performance

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