scholarly journals Implicit Theories and Self-Efficacy in an Introductory Programming Course

2018 ◽  
Vol 61 (3) ◽  
pp. 218-225 ◽  
Author(s):  
F. Boray Tek ◽  
Kristin S. Benli ◽  
Ezgi Deveci
Keyword(s):  
Self Efficacy ◽  
Implicit Theories ◽  
Introductory Programming

To Collaborate or Serve? Effects of Anthropomorphized Brand Roles and Implicit Theories on Consumer Responses

2019 ◽  
Vol 61 (1) ◽  
pp. 53-67 ◽  
Author(s):  
Bing Han ◽  
Liangyan Wang ◽  
Xiang (Robert) Li
Keyword(s):  
Interaction Effect ◽  
Self Efficacy ◽  
Implicit Theories ◽  
Matching Effect ◽  
Incremental Theory ◽  
Consumer Responses ◽  
Entity Theory ◽  
Hospitality And Tourism

This article extends on the literature regarding brand anthropomorphism and contributes to hospitality and tourism literature by demonstrating that positioning of different anthropomorphic brand roles (partner vs. servant) attracts diverse consumers. Drawing from the results of three experiments in various contexts, we theorize that brand role and consumer implicit theories can interactively influence consumer responses. Specifically, consumers who subscribe to entity theory (vs. incremental theory) express more favorable responses to a brand anthropomorphized as a servant (vs. a partner) than to that as a partner (vs. a servant). Moreover, this study confirms that consumers’ perceived self-efficacy mediates this interaction effect. Findings enrich the hospitality and tourism literature by introducing a matching effect between brand role and implicit theories and offering insightful implications for hospitality and tourism brand managers, especially advertisers, around modifying brand roles based on consumers’ mind-sets.

scholarly journals Self-efficacy and engagement as predictors of student programming performance: An international perspective

2021 ◽  
Author(s):  
◽  
Geetha Kanaparan
Keyword(s):  
Deep Learning ◽  
Focus Groups ◽  
Self Efficacy ◽  
Help Seeking ◽  
Research Model ◽  
Introductory Programming ◽  
Novice Programmer ◽  
Introductory Programming Courses ◽  
Programming Courses ◽  
Survey Questionnaires

<p>High attrition and failure rates are a common phenomenon in introductory programming courses and are a major concern since course instructors are not able to successfully teach novice programmers the fundamental concepts of computer programming and equip them with skills to code solutions to programming problems. Existing solutions that attempt to minimise the high failure and attrition rates have had little impact on improving the performance of the novice programmers. However, the behaviour of the novice programmer has received little attention from introductory programming course instructors although the literature on learning theory suggests that self-efficacy and engagement are two behavioural factors that affect a student’s performance. This study fills the gap in existing research by examining the effect of programming self-efficacy on the engagement of novice programmers, and the effect of their engagement on their programming performance.  A research model that proposes a link between programming self-efficacy and the indicators of engagement that are specific to the context of introductory programming courses, and a link between the indicators of engagement to the programming performance of the novice programmer was developed. A three-phased mixed methods approach which consists of two survey questionnaires and focus groups was used to validate the research model. Data was collected in New Zealand and in Malaysia with 433 novice programmers participating in the survey questionnaires while 4 focus groups were held to refine and validate the indicators of engagement in introductory programming courses. The findings of the focus groups confirmed that participation, help-seeking, persistence, effort, deep learning, surface learning, trial and error, interest, and enjoyment were indicators of engagement while gratification emerged as a new indicator of engagement in introductory programming courses.  The data from the survey questionnaires were analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM). This study found that the programming self-efficacy beliefs of novice programmers had a strong influence on their engagement behaviour with the exception of help-seeking, while effort, enjoyment, deep learning, and surface learning were predictors of programming performance. These findings have implications for introductory programming course instructors and the recommendations emerging from this study include making clear behavioural expectations, designing courses which stimulate and support effective behaviour, and making novice programmers aware of the engagement behaviour that does not lead to better programming performance. This study contributes to the theory of teaching computer programming, and to the practice of designing and delivering introductory programming courses.</p>

You Gave Me a B- ?! Self-Efficacy, Implicit Theories, and Student Reactions to Grades

2018 ◽  
Vol 42 (2) ◽  
pp. 149-156
Author(s):  
David S. Ackerman ◽  
Barbara L. Gross
Keyword(s):  
Regression Analysis ◽  
Self Efficacy ◽  
Implicit Theories ◽  
Academic Ability ◽  
The Self ◽  
Implicit Theory ◽  
High Grade ◽  
Performance Levels ◽  
Student Reactions ◽  
And Performance

Student reactions to grades can be unpredictable. Students may complain about grades, sometimes angrily, even when they receive a moderately high grade. This study looks at beliefs about the self as predictors of students’ reactions to an average grade received on a hypothetical assignment. It examines the effect of a student’s self-efficacy with regard to ability and performance on assignments, and the effect of a student’s implicit theory, whether the student holds a more fixed view or a more malleable view of academic ability and performance. Levels of self-efficacy (low to high) and implicit theories (more malleable view of abilities to more fixed views of abilities) are varied, with cumulative GPA included as well in regression analysis. Results show that a malleable view of abilities leads not only to lower levels of overall satisfaction with a grade but also less anger and likely influences students to strive to improve. Self-efficacy regarding the course has less of an impact than implicit theories about abilities, but students with higher overall GPAs liked the instructor less.

scholarly journals Educación artística y teorías implícitas del alumnado de educación secundaria.

2020 ◽  
pp. 168
Author(s):  
Cristina Navarrete ◽  
Carmen Rodríguez ◽  
José Luis Belver
Keyword(s):  
Art Education ◽  
Visual Arts ◽  
Self Efficacy ◽  
Implicit Theories ◽  
Participant Observation ◽  
Palabras Clave ◽  
The Subject ◽  
Investigación Cualitativa ◽  
Research Show

Resumen: El presente artículo analiza las teorías implícitas de los estudiantes de la ESO en relación con la Educación Artística y, en concreto, a la materia Educación Plástica Visual y Audiovisual que suponen un obstáculo en el aprendizaje de esta.  Para ello se ha diseñado una investigación cualitativa utilizando como instrumentos de recogida de datos la observación participante en el aula de plástica diariamente durante 4 meses y el análisis de contenido de varias actividades gráfico-plásticas realizadas por el alumnado. La muestra está compuesta todos los estudiantes de 3º de ESO de un instituto del centro de Oviedo divididos en 5 grupos (88 alumnos/as en total). La información registrada en el diario de campo se analiza a través de un sistema de categorías que comprende la motivación del alumnado participante ante la materia, el autoconcepto y creencias de autoeficacia del alumnado participante, la calidad de las producciones gráfico-plásticas y otras percepciones del entorno. Los resultados de la investigación constatan que, aunque el alumnado en general valora y muestra interés por la materia, existen una serie de teorías implícitas relacionadas con ciertos mitos que se asocian a la Educación Artística. Esta detección de preconceptos en nuestra área nos permite llevar a cabo una investigación posterior, más amplia, para modificar estas ideas preconcebidas y facilitar su aprendizaje de nuestro alumnado en el ámbito artístico.  Palabras clave: educación secundaria, teorías implícitas, educación artística, autoeficacia, motivación, arte.  Abstract: This article analyzes the implicit theories of ESO students in relation to Art Education and, in particular, to the subject Visual Arts that represent an obstacle in the learning of this. For this, a qualitative research has been designed using as instruments of data collection the participant observation in the plastic classroom daily for 4 months and the content analysis of several graphic-plastic activities carried out by the students. The sample is composed of all students of the 3rd year of ESO in an institute in the center of Oviedo divided into 5 groups (88 students in total). The information recorded in the field diary is analyzed through a system of categories that includes the motivation of the participating students before the subject, the self-concept and self-efficacy beliefs of the participating students, the quality of the graphic-plastic productions and other perceptions of the environment. The results of the research show that, although the students in general value and show interest in the subject, there are several implicit theories related to certain myths that are associated with Art Education. This detection of preconceptions in our area allows us to carry out a later, more extensive investigation, to modify these preconceived ideas and facilitate their learning of our students in the artistic field. Keywords: secondary education, implicit theories, Artistic Education, self-efficacy, motivation, art.  

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