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What Drives Undergraduates' Effort and Persistence in Learning Programming
- Source :
-
Education and Information Technologies . Oct 2023 28(10):12383-12406. - Publication Year :
- 2023
-
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.
Details
- Language :
- English
- ISSN :
- 1360-2357 and 1573-7608
- Volume :
- 28
- Issue :
- 10
- Database :
- ERIC
- Journal :
- Education and Information Technologies
- Publication Type :
- Academic Journal
- Accession number :
- EJ1394610
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1007/s10639-023-11670-3