Show simple item record Hanks, Brian Fitzgerald, Sue Murphy, Laurie Thomas, Lynda McCauley, Renee Zander, Carol Simon, Beth 2008-09-25T10:40:25Z 2008-09-25T10:40:25Z 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 PURE UUID: 7401f8ab-09f8-4758-be6e-48905661b4e5
dc.identifier.other dspace: 2160/650
dc.identifier.other DSpace_20121128.csv: row: 455
dc.identifier.uri en
dc.identifier.uri 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.rights en
dc.title Saying isn't necessarily believing: influencing self-theories in computing en
dc.type /dk/atira/pure/researchoutput/researchoutputtypes/contributiontoconference/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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