| Title: |
Relationship Between Implicit Intelligence Beliefs and Maladaptive Self-Regulation of Learning |
| Authors: |
Flanigan, Abraham E.; Peteranetz, Markeya S.; Shell, Duane F.; Soh, Leen-Kiat |
| Contributors: |
National Science Foundation |
| Source: |
ACM Transactions on Computing Education ; volume 23, issue 3, page 1-23 ; ISSN 1946-6226 1946-6226 |
| Publisher Information: |
Association for Computing Machinery (ACM) |
| Publication Year: |
2023 |
| Description: |
Objectives . Although prior research has uncovered shifts in computer science (CS) students’ implicit beliefs about the nature of their intelligence across time, little research has investigated the factors contributing to these changes. To address this gap, two studies were conducted in which the relationship between ineffective self-regulation of learning experiences and CS students’ implicit intelligence beliefs at different times during the semester was assessed. Participants . Participants for Studies 1 (n = 536) and 2 (n = 222) were undergraduate students enrolled in introductory- and upper-level CS courses at a large, public, Midwestern university. Race-ethnicity information was not collected due to IRB concerns about possible secondary identification of participants from underrepresented groups. Study Method . Participants completed a condensed version of the Implicit Theories of Intelligence Scale [ 16 , 54 ] and the Lack of Regulation Scale from the Student Perceptions of Classroom Knowledge Building scale [ 51 , 53 ] at the beginning (Studies 1 and 2), middle (Study 2), and end (Studies 1 and 2) of semester-long undergraduate CS courses. Survey responses were analyzed using path analyses to investigate how students’ lack of regulation experiences throughout the semester predicted their implicit intelligence beliefs at the beginning (Study 2) and end (Studies 1 and 2) of the semester. Findings . Results from Study 1 indicate that undergraduate CS students come to more strongly believe that their intelligence is a fixed, unchanging entity from the beginning until the end of the semester. Moreover, participants’ responses to the lack of regulation scale were predictive of their implicit intelligence beliefs at the end of the semester. Results from Study 2 indicate that ineffective self-regulation experiences early in the semester enhance CS students’ belief in the unchanging nature of intelligence (i.e., during the first half of the semester). Taken altogether, these findings provide evidence that ... |
| Document Type: |
article in journal/newspaper |
| Language: |
English |
| DOI: |
10.1145/3595187 |
| Availability: |
https://doi.org/10.1145/3595187; https://dl.acm.org/doi/10.1145/3595187; https://dl.acm.org/doi/pdf/10.1145/3595187 |
| Rights: |
https://www.acm.org/publications/policies/copyright_policy#Background |
| Accession Number: |
edsbas.710D2BCC |
| Database: |
BASE |