Shifting Beliefs in Computer Science: Change in CS Student Mindsets
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| Title: | Shifting Beliefs in Computer Science: Change in CS Student Mindsets |
|---|---|
| Language: | English |
| Authors: | Flanigan, Abraham E., Peteranetz, Markeya S., Shell, Duane F., Soh, Leen-Kiat |
| Source: | ACM Transactions on Computing Education. Jun 2022 22(2). |
| Availability: | Association for Computing Machinery. 2 Penn Plaza Suite 701, New York, NY 10121. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://toce.acm.org/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2022 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Attitude Change, Computer Science Education, Student Attitudes, Intelligence, Academic Achievement, Intervention, Introductory Courses, Advanced Courses, Undergraduate Students |
| DOI: | 10.1145/3471574 |
| ISSN: | 1946-6226 |
| Abstract: | Two studies investigated change in computer science (CS) students' implicit intelligence beliefs. Across both studies, we found that the strength of incremental and entity beliefs changed across time. In Study 1, we found that incremental beliefs decreased and entity beliefs increased across the semester. Change in implicit intelligence beliefs was similar for students taking introductory and upper-division courses. In Study 2, growth curve analysis revealed a small linear change in incremental beliefs across time but no change in entity beliefs--these trends were similar for students enrolled in introductory and upper-division CS courses. Across both studies, change in implicit intelligence beliefs was not associated with academic achievement in CS. Findings provide preliminary evidence that shifts in implicit intelligence beliefs occur as students progress through the CS curriculum. Finally, findings support that mindset interventions may be more effective if delivered at the beginning of the semester before shifts in beliefs occur. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1358820 |
| Database: | ERIC |
| Abstract: | Two studies investigated change in computer science (CS) students' implicit intelligence beliefs. Across both studies, we found that the strength of incremental and entity beliefs changed across time. In Study 1, we found that incremental beliefs decreased and entity beliefs increased across the semester. Change in implicit intelligence beliefs was similar for students taking introductory and upper-division courses. In Study 2, growth curve analysis revealed a small linear change in incremental beliefs across time but no change in entity beliefs--these trends were similar for students enrolled in introductory and upper-division CS courses. Across both studies, change in implicit intelligence beliefs was not associated with academic achievement in CS. Findings provide preliminary evidence that shifts in implicit intelligence beliefs occur as students progress through the CS curriculum. Finally, findings support that mindset interventions may be more effective if delivered at the beginning of the semester before shifts in beliefs occur. |
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| ISSN: | 1946-6226 |
| DOI: | 10.1145/3471574 |
