Self-Efficacy Beliefs and Their Sources in Undergraduate Computing Disciplines

Abstract

This study has two central purposes: First, it examines not only the roles of gender and persistence in undergraduate computing majors' learning self-efficacy, computer self-efficacy, and programming self-efficacy but also Bandura's hypothesized sources of self-efficacy; second, it examines the influence of sources of efficacy on the three aforementioned self-efficacy beliefs as a whole and as functions of gender and persistence levels. The results indicate that persistence levels had a significant effect on all the self-efficacy beliefs and sources of efficacy except computer self-efficacy and physiological state. However, these students' self-efficacy beliefs and sources of efficacy did not vary by gender. Moreover, the sources of efficacy differently influenced the three self-efficacy beliefs not only as a whole but also as functions of gender and persistence levels.

I Am a Leader, I Am a Mother, I Can Do This! The Moderated Mediation of Psychological Capital, Work–Family Conflict, and Having Children on Well-Being of Women Leaders

“…The expectation of positive results produced by hope impulses individuals to persevere toward goals, redirecting their efforts if necessary, in order to obtain these goals [21]. Self-efficacy gives individuals confidence that they can succeed at challenging tasks [21], based on an actual belief or expectation that they can achieve a particular performance in a specific situation [45]. For Luthans et al [21], being resilient is a resulting personal growth and development of facing challenging events.…”

Examination of Undergraduate and Associate Degree Students’ Computer Programming Attitude and Self-Efficacy According to Thinking Style, Gender and Experience

“…Insomuch that, students with high, moderate, and low programming success tend to make similar mistakes (Rodrigo, Andallaza, Castro, Armenta, Dy, & Jadud, 2013) and students who are competent in other areas may be inadequate for success in programming (Byrne & Lyons, 2001). Because, computer programming requires abstract thinking, logical thinking, and program solving skills (Lin, 2016). Programming attitudes and self-efficacies are also important variables for programming performance (Yagci, 2016).…”

“…It reflects the perceived capacity of the individual to accomplish a task, affects initial behaviors, and improves personal motivation to make extra effort to accomplish the task (Lin, Hung, & Lee, 2015). Thus, individuals who believe that they can perform the task successfully may make more effort that they normally would (Lin, 2016). It involves cognitive activities such as evaluation of the learning process (Al-Harthy, 2011), and is of great importance for success (Lishinski, Yadav, Good, & Enbody, 2016).…”

“…It involves cognitive activities such as evaluation of the learning process (Al-Harthy, 2011), and is of great importance for success (Lishinski, Yadav, Good, & Enbody, 2016). It is recommended that selfefficacy is considered in studies on computer programming as an inclusive variable for other possible variables (Bergin & Reilly, 2005;Lin, 2016;Mazman & Altun, 2013;Yagci, 2016).…”

“…Depending on the department variable, the personal traits of programming (e.g., self-efficacy, attitude) can be differentiated (de Raadt et al, 2005;Askar & Davenport, 2009;Korkmaz & Altun, 2013;Sebetci & Aksu, 2014;Yagci, 2016). Similarly, the effort (Cetin, 2016;Hawi, 2010;Rodrigo, Andallaza, Castro, Armenta, Dy, & Jadud, 2013) and past experience for programming (Askar & Davenport, 2009;Bergin & Reilly, 2005;Lin, 2016;Sharma, & Shen, 2018;Wilson & Shrock, 2001) can vary in terms of personal traits. Thus, within the scope of this study, department, weekly study hour (time), and programing experience variables appear to be the other important independent variables.…”