Abstract:
Contribution: This article presents a synthesis of the findings and implications from the IC2Think program of research in undergraduate computer science (CS) courses exam...Show MoreMetadata
Abstract:
Contribution: This article presents a synthesis of the findings and implications from the IC2Think program of research in undergraduate computer science (CS) courses examining student motivation and self-regulated learning (SRL). These studies illuminate both the difficulty and potential for motivating CS students, as well as the uniqueness of CS as a context for studying undergraduate motivation. Background: Computing disciplines are increasingly important in preparing the future workforce. It is imperative that CS educators understand how to motivate students and enhance student outcomes. Synthesizing findings across multiple studies allows for the emergence of new insights into student motivation and SRL. Research Questions: Which aspects of students' motivation and SRL are predictive of achievement and retention in CS and how can findings inform CS education? Methodology: The primary methodology is a comprehensive review of seven years of research on undergraduate CS education. Studies use a variety of analysis techniques, examine a range of constructs, and include multiple introductory and advanced CS courses. Studies of relationships between variables and change over time were conducted. Findings: The present synthesis of studies on motivation and SRL highlights the complex, counter-intuitive, and positive aspects of student motivation in CS.
Published in: IEEE Transactions on Education ( Volume: 64, Issue: 3, August 2021)
Funding Agency:
College of Engineering, University of Nebraska–Lincoln, Lincoln, NE, USA
Markeya S. Peteranetz received the B.S. degree in psychology from the University of Nebraska at Kearney, Kearney, NE, USA, in 2012, and the M.A. and Ph.D. degrees in educcational psychology from the University of Nebraska–Lincoln, Lincoln, NE, USA, in 2014 and 2018, respectively.
She is the Learning Assessment Coordinator with the College of Engineering, University of Nebraska–Lincoln. Her research interests center on diff...Show More
Markeya S. Peteranetz received the B.S. degree in psychology from the University of Nebraska at Kearney, Kearney, NE, USA, in 2012, and the M.A. and Ph.D. degrees in educcational psychology from the University of Nebraska–Lincoln, Lincoln, NE, USA, in 2014 and 2018, respectively.
She is the Learning Assessment Coordinator with the College of Engineering, University of Nebraska–Lincoln. Her research interests center on diff...View more
Department of Computer Science and Engineering, University of Nebraska–Lincoln, Lincoln, NE, USA
Leen-Kiat Soh (Member, IEEE) received the B.S. (with Highest Distinction), and the M.S. and Ph.D. degrees (Hons.) in electrical engineering from the University of Kansas, Lawrence, KS, USA, in 1991, 1993, and 1998, respectively.
He is a Professor with the Department of Computer Science and Engineering, University of Nebraska–Lincoln, Lincoln, NE, USA. His primary research interests are in multiagent systems and intelligent...Show More
Leen-Kiat Soh (Member, IEEE) received the B.S. (with Highest Distinction), and the M.S. and Ph.D. degrees (Hons.) in electrical engineering from the University of Kansas, Lawrence, KS, USA, in 1991, 1993, and 1998, respectively.
He is a Professor with the Department of Computer Science and Engineering, University of Nebraska–Lincoln, Lincoln, NE, USA. His primary research interests are in multiagent systems and intelligent...View more
Department of Educational Psychology, University of Nebraska–Lincoln, Lincoln, NE, USA
Duane F. Shell received the B.S. degree in educcation, the M.S. degree in human development, and the Ph.D. degree in educcational psychology from the University of Nebraska–Lincoln, Lincoln, NE, USA, in 1976, 1985, and 1990, respectively.
From 1990 to 1996, he was an Assistant Professor of Educcational Psychology with the University of Texas at Austin, Austin, TX, USA. From 1996 to 2018, he served as an Assistant, Associat...Show More
Duane F. Shell received the B.S. degree in educcation, the M.S. degree in human development, and the Ph.D. degree in educcational psychology from the University of Nebraska–Lincoln, Lincoln, NE, USA, in 1976, 1985, and 1990, respectively.
From 1990 to 1996, he was an Assistant Professor of Educcational Psychology with the University of Texas at Austin, Austin, TX, USA. From 1996 to 2018, he served as an Assistant, Associat...View more
Department of Curriculum, Foundations, and Reading, Georgia Southern University, Statesboro, GA, USA
Abraham E. Flanigan received the B.S. degree in psychology from Northwest Missouri State University, Maryville, MO, USA, in 2011, and the M.A. and Ph.D. degrees in educcational psychology from the University of Nebraska–Lincoln, Lincoln, NE, USA, in 2014 and 2018, respectively.
He is currently an Assistant Professor of educcational psychology with Georgia Southern University, Statesboro, GA, USA. His research interests inc...Show More
Abraham E. Flanigan received the B.S. degree in psychology from Northwest Missouri State University, Maryville, MO, USA, in 2011, and the M.A. and Ph.D. degrees in educcational psychology from the University of Nebraska–Lincoln, Lincoln, NE, USA, in 2014 and 2018, respectively.
He is currently an Assistant Professor of educcational psychology with Georgia Southern University, Statesboro, GA, USA. His research interests inc...View more
Contents College of Engineering, University of Nebraska–Lincoln, Lincoln, NE, USA
Markeya S. Peteranetz received the B.S. degree in psychology from the University of Nebraska at Kearney, Kearney, NE, USA, in 2012, and the M.A. and Ph.D. degrees in educcational psychology from the University of Nebraska–Lincoln, Lincoln, NE, USA, in 2014 and 2018, respectively.
She is the Learning Assessment Coordinator with the College of Engineering, University of Nebraska–Lincoln. Her research interests center on differences in undergraduate students’ motivation, metacognition, and SRL across authentic learning settings, and how those factors relate to learning and retention.
Markeya S. Peteranetz received the B.S. degree in psychology from the University of Nebraska at Kearney, Kearney, NE, USA, in 2012, and the M.A. and Ph.D. degrees in educcational psychology from the University of Nebraska–Lincoln, Lincoln, NE, USA, in 2014 and 2018, respectively.
She is the Learning Assessment Coordinator with the College of Engineering, University of Nebraska–Lincoln. Her research interests center on differences in undergraduate students’ motivation, metacognition, and SRL across authentic learning settings, and how those factors relate to learning and retention.View more
Department of Computer Science and Engineering, University of Nebraska–Lincoln, Lincoln, NE, USA
Leen-Kiat Soh (Member, IEEE) received the B.S. (with Highest Distinction), and the M.S. and Ph.D. degrees (Hons.) in electrical engineering from the University of Kansas, Lawrence, KS, USA, in 1991, 1993, and 1998, respectively.
He is a Professor with the Department of Computer Science and Engineering, University of Nebraska–Lincoln, Lincoln, NE, USA. His primary research interests are in multiagent systems and intelligent agents, computer science educcation, intelligent data analytics, and computer-aided educcation.
Prof. Soh is a member of ACM and AAAI.
Leen-Kiat Soh (Member, IEEE) received the B.S. (with Highest Distinction), and the M.S. and Ph.D. degrees (Hons.) in electrical engineering from the University of Kansas, Lawrence, KS, USA, in 1991, 1993, and 1998, respectively.
He is a Professor with the Department of Computer Science and Engineering, University of Nebraska–Lincoln, Lincoln, NE, USA. His primary research interests are in multiagent systems and intelligent agents, computer science educcation, intelligent data analytics, and computer-aided educcation.
Prof. Soh is a member of ACM and AAAI.View more
Department of Educational Psychology, University of Nebraska–Lincoln, Lincoln, NE, USA
Duane F. Shell received the B.S. degree in educcation, the M.S. degree in human development, and the Ph.D. degree in educcational psychology from the University of Nebraska–Lincoln, Lincoln, NE, USA, in 1976, 1985, and 1990, respectively.
From 1990 to 1996, he was an Assistant Professor of Educcational Psychology with the University of Texas at Austin, Austin, TX, USA. From 1996 to 2018, he served as an Assistant, Associate, and Full Research Professor with the University of Nebraska–Lincoln. He is currently an Emeritus Research Professor with the Department of Educcational Psychology, University of Nebraska–Lincoln. His research interests include human learning, cognition, and motivation in educcational and health settings.
Duane F. Shell received the B.S. degree in educcation, the M.S. degree in human development, and the Ph.D. degree in educcational psychology from the University of Nebraska–Lincoln, Lincoln, NE, USA, in 1976, 1985, and 1990, respectively.
From 1990 to 1996, he was an Assistant Professor of Educcational Psychology with the University of Texas at Austin, Austin, TX, USA. From 1996 to 2018, he served as an Assistant, Associate, and Full Research Professor with the University of Nebraska–Lincoln. He is currently an Emeritus Research Professor with the Department of Educcational Psychology, University of Nebraska–Lincoln. His research interests include human learning, cognition, and motivation in educcational and health settings.View more
Department of Curriculum, Foundations, and Reading, Georgia Southern University, Statesboro, GA, USA
Abraham E. Flanigan received the B.S. degree in psychology from Northwest Missouri State University, Maryville, MO, USA, in 2011, and the M.A. and Ph.D. degrees in educcational psychology from the University of Nebraska–Lincoln, Lincoln, NE, USA, in 2014 and 2018, respectively.
He is currently an Assistant Professor of educcational psychology with Georgia Southern University, Statesboro, GA, USA. His research interests include interplay among mobile technology, SRL, and academic motivation and the development and maintenance of student–instructor rapport in face-to-face and online learning environments.
Abraham E. Flanigan received the B.S. degree in psychology from Northwest Missouri State University, Maryville, MO, USA, in 2011, and the M.A. and Ph.D. degrees in educcational psychology from the University of Nebraska–Lincoln, Lincoln, NE, USA, in 2014 and 2018, respectively.
He is currently an Assistant Professor of educcational psychology with Georgia Southern University, Statesboro, GA, USA. His research interests include interplay among mobile technology, SRL, and academic motivation and the development and maintenance of student–instructor rapport in face-to-face and online learning environments.View more
