The Impact of Self-Theories to Academic Achievement and Soft Skills in Undergraduate CS Studies: First Findings

被引：2

作者：

Apiola, Mikko-Ville ^{[1
]}

Laakso, Mikko-Jussi ^{[1
]}

机构：

[1] Univ Turku, Dept Future Technol, Turku, Finland

来源：

PROCEEDINGS OF THE 2019 ACM CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION (ITICSE '19) | 2019年

基金：

芬兰科学院;

关键词：

COLLEGE-STUDENTS; INTELLIGENCE; INTERVENTIONS; PERFORMANCE; MINDSETS;

D O I：

10.1145/3304221.3319766

中图分类号：

TP301 [理论、方法];

学科分类号：

081202 ;

摘要：

There is strong evidence of the impact of self-theories to students' academic achievement and behavior in many domains of education, including CS. However, the research on self-theories in CSE are far from conclusive. In this research, we studied 1st year CS and CE students' self-theories and looked at associations to academic achievement in their first courses, as well as the students' conceptualisations of intelligence. Contradictory to previous research, students with a fixed view on intelligence received the best exam scores. Students' conceptualisations of intelligence were found to lean towards cognitive g-theories of intelligence. These initial findings show a number of crucially important future research directions in relation to self-theories, soft skills development, and academic achievement in CS studies.

引用

页码：16 / 22

页数：7

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