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dc.contributor.author Hanks, Brian
dc.contributor.author Fitzgerald, Sue
dc.contributor.author Murphy, Laurie
dc.contributor.author Thomas, Lynda
dc.contributor.author McCauley, Renee
dc.contributor.author Zander, Carol
dc.contributor.author Simon, Beth
dc.date.accessioned 2008-09-25T10:40:25Z
dc.date.available 2008-09-25T10:40:25Z
dc.date.issued 2008
dc.identifier.citation Hanks , B , Fitzgerald , S , Murphy , L , Thomas , L , McCauley , R , Zander , C & Simon , B 2008 , ' Saying isn't necessarily believing: influencing self-theories in computing ' pp. 173-184 . en
dc.identifier.other PURE: 77553
dc.identifier.other dspace: 2160/650
dc.identifier.uri http://hdl.handle.net/2160/650
dc.identifier.uri http://doi.acm.org/10.1145/1404520.1404537 en
dc.identifier.uri http://portal.acm.org/citation.cfm?id=1404520.1404537&coll=ACM&dl=ACM&CFID=3302885&CFTOKEN=50605860%23 en
dc.description Simon, B., Hanks, B., Murphy, L., Fitzgerald, S., McCauley, R., Thomas, L., and Zander, C. 2008. Saying isn't necessarily believing: influencing self-theories in computing. In Proceeding of the Fourth international Workshop on Computing Education Research (Sydney, Australia, September 06 - 07, 2008). ICER '08. ACM, New York, NY, 173-184. en
dc.description.abstract Jane sees 50 compiler errors as a challenge. John sees them as defeat. Psychology research suggests these contrasting reactions may stem from students' self-theories, or their beliefs about themselves. Jane's reaction is characteristic of a growth mindset, the idea that with hard work and persistence, one's intelligence can increase. John's behavior is in line with a fixed mindset, the belief that individuals are born with a certain amount of intelligence and there is little they can do to change it. Numerous studies of self-theories have shown that students with a growth mindset perform better in academic settings; they cope more effectively with challenges, maintain higher grades, and are less susceptible to stereotype threat. In this study we attempted a 'saying is believing' intervention to encourage CS1 students to adopt a growth mindset both in general and towards programming. Despite notable success of this type of intervention in a non-CS context, our results offered few statistically significant differences both from pre-survey to post-survey and between control and intervention groups. Further, the statistically significant results we did find differed in direction between institutions (some students exhibited more growth response, others less). We analyzed further evidence to explore possible confounding issues including whether our intervention even registered with students and how students interpreted the questions which we used to assess their self-theories. en
dc.format.extent 12 en
dc.language.iso eng
dc.relation.ispartof en
dc.title Saying isn't necessarily believing: influencing self-theories in computing en
dc.type Text en
dc.type.publicationtype Conference paper en
dc.contributor.institution Department of Computer Science en
dc.contributor.institution Software Engineering en
dc.description.status Non peer reviewed en


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