What drives undergraduates' effort and persistence in learning programming

doi:10.1007/s10639-023-11670-3

CNU IR > Offices > 456 > Item 310902800/34926

Please use this identifier to cite or link to this item: https://ir.cnu.edu.tw/handle/310902800/34926

Title:	What drives undergraduates' effort and persistence in learning programming
Authors:	Lin, Guan-Yu Liao, Yi-Wen Su, Zhi-Yuan Wang, Yu-Min Wang, Yi-Shun
Contributors:	Natl Changhua Univ Educ, Dept Informat Management Natl Kaohsiung Univ Sci & Technol, Dept Intelligent Commerce Chia Nan Univ Pharm & Sci, Dept Informat Management Natl Chi Nan Univ, Dept Informat Management
Keywords:	Learning programming Self-efficacy Emotions Academic discipline Effort Persistence
Date:	2023
Issue Date:	2024-12-25 11:05:45 (UTC+8)
Publisher:	SPRINGER
Abstract:	This study attempts to: (a) investigate whether positive and negative emotions mediate the pathways linking self-efficacy for learning programming with effort and persistence in undergraduates' learning Scratch programming combining with a programmable hardware platform (i.e., Arduino), and (b) assess the effect of academic major (i.e., information technology-related majors vs non-information technology-related majors) on self-efficacy for learning programming and emotions. With the use of responses collected from a sample of 156 undergraduate students, the research model is empirically validated using partial least squares structural equation modeling (PLS-SEM). The findings reveal that undergraduates' effort and persistence while learning programming were significantly predicted by positive emotions, but not by negative emotions. Self-efficacy for learning programming significantly and positively influenced positive emotions and negatively influenced negative emotions. Finally, variations in predicting positive emotions were found between different academic majors: students in information technology-related majors experienced less negative emotional experiences than those in non-information technology-related majors.
Relation:	Education and Information Technologies, v.28, n.10, pp.12383-12406
Appears in Collections:	[Offices] 456

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