TY - JOUR
T1 - Shifting Beliefs in Computer Science
T2 - Change in CS Student Mindsets
AU - Flanigan, Abraham E.
AU - Peteranetz, Markeya S.
AU - Shell, Duane F.
AU - Soh, Leen Kiat
N1 - Funding Information:
This research was supported in part by a grant from the National Science Foundation (grant no. DUE-1431874). Authors’ addresses: A. E. Flanigan, 2104 College of Education Building, Georgia Southern University, P.O. Box 8013 States-boro, GA 30460; email: [email protected]; M. S. Peteranetz, University of Nebraska-Lincoln, W192 Nebraska Hall, Lincoln, NE 68588; email: [email protected]; D. F. Shell, University of Nebraska-Lincoln, 114 Teachers College Hall, Lincoln, NE 68588; email: [email protected]; L.-K. Soh, University of Nebraska-Lincoln, 260 Avery Hall, Lincoln, NE 68588; email: [email protected]. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]. © 2022 Association for Computing Machinery. 1946-6226/2022/02-ART20 $15.00 https://doi.org/10.1145/3471574
Publisher Copyright:
© 2022 Association for Computing Machinery.
PY - 2022/6
Y1 - 2022/6
N2 - 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.
AB - 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.
KW - Academic motivation
KW - Implicit intelligence beliefs
KW - Undergraduates
UR - http://www.scopus.com/inward/record.url?scp=85127178570&partnerID=8YFLogxK
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U2 - 10.1145/3471574
DO - 10.1145/3471574
M3 - Article
AN - SCOPUS:85127178570
SN - 1946-6226
VL - 22
JO - ACM Transactions on Computing Education
JF - ACM Transactions on Computing Education
IS - 2
M1 - 3471574
ER -