NDLI: Perceived Instrumentality and Career Aspirations in CS1 Courses: Change and Relationships with Achievement

Please wait, while we are loading the content...

Affective and Cognitive - Designing Educational Experiences that Transform

When Everyone Knows CS is the Best Major: Decisions about CS in an Indian context

Evaluation of a Frame-based Programming Editor

Control-Flow-Only Abstract Syntax Trees for Analyzing Students' Programming Progress

Replication, Validation, and Use of a Language Independent CS1 Knowledge Assessment

Lightweight, Early Identification of At-Risk CS1 Students

A Picture of the Growing ICER Community

Computer Science Principles: Impacting Student Motivation & Learning Within and Beyond the Classroom

With a Little Help From My Friends: An Empirical Study of the Interplay of Students' Social Activities, Programming Activities, and Course Success

Examining the Value of Analogies in Introductory Computing

Cognitive, Affective, and Dispositional Components of Learning Programming

Perceived Instrumentality and Career Aspirations in CS1 Courses: Change and Relationships with Achievement

Flipping the Assessment of Cognitive Load: Why and How

Analyzing Student Practices in Theory of Computation in Light of Distributed Cognition Theory

Benchmarking Introductory Programming Exams: Some Preliminary Results

Some Trouble with Transparency: An Analysis of Student Errors with Object-oriented Python

Methodological Rigor and Theoretical Foundations of CS Education Research

Aspects of Graduateness in Computing Students' Narratives

Learning to Program: Gender Differences and Interactive Effects of Students' Motivation, Goals, and Self-Efficacy on Performance

Distractors in Parsons Problems Decrease Learning Efficiency for Young Novice Programmers

Early Identification of Novice Programmers' Challenges in Coding Using Machine Learning Techniques

"I Don't Code All Day": Fitting in Computer Science When the Stereotypes Don't Fit

How Kids Code and How We Know: An Exploratory Study on the Scratch Repository

The Role of Self-Regulation in Programming Problem Solving Process and Success

Evidence That Computer Science Grades Are Not Bimodal

Learning Curve Analysis for Programming: Which Concepts do Students Struggle With?

Identifying Design Principles for CS Teacher Ebooks through Design-Based Research

Learning Loops: A Replication Study Illuminates Impact of HS Courses

A Study of Code Design Skills in Novice Programmers using the SOLO taxonomy

The Role of Spatial Reasoning in Learning Computer Science

Bringing the Innovations in Data Management to Secondary CS Education

Dynamically Adaptive Parsons Problems

Accounting for the Role of Policy in the Underrepresentation of Women in Computer Science

Pedagogy and Measurement of Program Planning Skills

Geospatial Analysis of Computer Science Course Offerings in Wisconsin Public High Schools

Computational Thinking as a Computer Science Education Framework and the Related Effects on Gender Equity

Mixed Methods for the Assessment and Incorporation of Computational Thinking in K-12 and Higher Education

Teaching: Learning of Troubleshooting Skills for Computer Science Undergraduates

Learning and Collaboration in Physical Computing

Mobile Learning Application for Computer Science Students: A Transactional Distance Perspective

Situating Physical Computing in Secondary CS Education

Improving Scientific Inquiry through Physical Computing

Examining Graduateness through Narratives

Improving Students' Knowledge Integration in Data Structures

Identify and Help At-Risk Students Before It Is Late

Perceived Instrumentality and Career Aspirations in CS1 Courses: Change and Relationships with Achievement

Content Provider	ACM Digital Library
Author	Soh, Leen-Kiat Flanigan, Abraham E. Shell, Duane F. Peteranetz, Markeya S.
Abstract	We explored CS1 students' perceived instrumentality (PI) for the course and aspirations for a career related to CS. Perceived instrumentality refers to the connection one sees between a current activity and a future goal. There are two types of PI: endogenous and exogenous. Endogenous instrumentality refers to the perception that mastering new information or skills is important for achieving distal goals. Exogenous instrumentality refers to the perception that obtaining an external reward (such as a grade) is essential for obtaining future goals. We investigated (1) how students' PI and career aspirations changed over the course of a semester, (2) how these changes differed as a function of course enrollment and major (CS or not), (3) the relationship between PI and career aspirations, and (4) whether PI and career aspirations predicted academic achievement. Overall and for most subgroups, exogenous instrumentality increased significantly and endogenous instrumentality decreased significantly across the semester, though the degree of change varied among some subgroups. Career aspirations decreased overall and for most subgroups, but CS majors showed a much smaller decrease than non-majors, and students in a CS/business honors course showed an overall increase in career aspirations. Finally, students' achievement outcomes were predicted by their PI and career aspirations. These findings contribute to the literature on motivation in CS1 courses and points to PI as a promising avenue for influencing student motivation. Implications for student motivation and retention in CS and other STEM courses are also discussed.
Starting Page	13
Ending Page	21
Page Count	9
File Format	PDF
ISBN	9781450344494
DOI	10.1145/2960310.2960320
Language	English
Publisher	Association for Computing Machinery (ACM)
Publisher Date	2016-08-25
Publisher Place	New York
Access Restriction	Subscribed
Subject Keyword	Cs1 Career aspirations Perceived instrumentality
Content Type	Text
Resource Type	Article

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Students' Initial Course Motivation and Their Achievement and Retention in College CS1 Courses

Family Influences on Young Adult Career Development and Aspirations

Seventh Grade Student Career Aspirations and Academic Achievement

General Self-Efficacy and Employability Among Financially Underprivileged Chinese College Students: The Mediating Role of Achievement Motivation and Career Aspirations

Associations of students' creativity, motivation, and self-regulation with learning and achievement in college computer science courses

Career aspirations of adolescents in relation to their family values socio economic status and academic achievement

Impact of Student Achievement Goals on CS1 Outcomes

The Influence of Perceived Career Barriers on College Women's Career Planning

Adolescents’ Motivational Profiles in Mathematics and Science: Associations With Achievement Striving, Career Aspirations and Psychological Wellbeing

Perceived Instrumentality and Career Aspirations in CS1 Courses: Change and Relationships with Achievement

Similar Documents

Students' Initial Course Motivation and Their Achievement and Retention in College CS1 Courses

Family Influences on Young Adult Career Development and Aspirations

Seventh Grade Student Career Aspirations and Academic Achievement

General Self-Efficacy and Employability Among Financially Underprivileged Chinese College Students: The Mediating Role of Achievement Motivation and Career Aspirations

Associations of students' creativity, motivation, and self-regulation with learning and achievement in college computer science courses

Career aspirations of adolescents in relation to their family values socio economic status and academic achievement

Impact of Student Achievement Goals on CS1 Outcomes

The Influence of Perceived Career Barriers on College Women's Career Planning

Adolescents’ Motivational Profiles in Mathematics and Science: Associations With Achievement Striving, Career Aspirations and Psychological Wellbeing

Perceived Instrumentality and Career Aspirations in CS1 Courses: Change and Relationships with Achievement