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Motivation and Self-Regulated Learning in Computer Science: Lessons Learned From a Multiyear Program of Classroom Research

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Title: Motivation and Self-Regulated Learning in Computer Science: Lessons Learned From a Multiyear Program of Classroom Research
Language: English
Authors: Peteranetz, Markeya S. (ORCID 0000-0002-5228-0687), Soh, Leen-Kiat (ORCID 0000-0002-6094-4666), Shell, Duane F. (ORCID 0000-0001-9037-5815), Flanigan, Abraham E.
Source: IEEE Transactions on Education. Aug 2021 64(3):317-326.
Availability: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Peer Reviewed: Y
Page Count: 10
Publication Date: 2021
Sponsoring Agency: National Science Foundation (NSF)
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Motivation, Independent Study, Computer Science Education, Program Evaluation, Undergraduate Students, Grade Prediction, School Holding Power
DOI: 10.1109/TE.2021.3049721
ISSN: 0018-9359
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.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1303784
Database: ERIC
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  Data: Motivation and Self-Regulated Learning in Computer Science: Lessons Learned From a Multiyear Program of Classroom Research
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  Data: <searchLink fieldCode="AR" term="%22Peteranetz%2C+Markeya+S%2E%22">Peteranetz, Markeya S.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5228-0687">0000-0002-5228-0687</externalLink>)<br /><searchLink fieldCode="AR" term="%22Soh%2C+Leen-Kiat%22">Soh, Leen-Kiat</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6094-4666">0000-0002-6094-4666</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shell%2C+Duane+F%2E%22">Shell, Duane F.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9037-5815">0000-0001-9037-5815</externalLink>)<br /><searchLink fieldCode="AR" term="%22Flanigan%2C+Abraham+E%2E%22">Flanigan, Abraham E.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22IEEE+Transactions+on+Education%22"><i>IEEE Transactions on Education</i></searchLink>. Aug 2021 64(3):317-326.
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  Data: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
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  Data: <searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Prediction%22">Grade Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink>
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  Data: 10.1109/TE.2021.3049721
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  Data: 0018-9359
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  Data: 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.
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