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

Duane F. Shell, Melissa Patterson Hazley, Leen-Kiat Soh, Elizabeth Ingraham, Stephen Ramsay

Research output: Chapter in Book/Report/Conference proceedingConference contribution

15 Citations (Scopus)

Abstract

The need for more post-secondary students to major and graduate in STEM fields is widely recognized. Students" motivation and strategic self-regulation have been identified as playing crucial roles in their success in STEM classes. But, how students" strategy use, self-regulation, knowledge building, and engagement impact different learning outcomes is not well understood. Our goal in this study was to investigate how motivation, strategic self-regulation, and creative competency were associated with course achievement and long-term learning of computational thinking knowledge and skills in introductory computer science courses. Student grades and long-term retention were positively associated with self-regulated strategy use and knowledge building, and negatively associated with lack of regulation. Grades were associated with higher study effort and knowledge retention was associated with higher study time. For motivation, higher learning- and task-approach goal orientations, endogenous instrumentality, and positive affect and lower learning-, task-, and performance-avoid goal orientations, exogenous instrumentality and negative affect were associated with higher grades and knowledge retention and also with strategic self-regulation and engagement. Implicit intelligence beliefs were associated with strategic self-regulation, but not grades or knowledge retention. Creative competency was associated with knowledge retention, but not grades, and with higher strategic self-regulation. Implications for STEM education are discussed.

Original languageEnglish (US)
Title of host publication2013 Frontiers in Education Conference
Subtitle of host publicationEnergizing the Future, FIE 2013 - Proceedings
Pages1637-1643
Number of pages7
DOIs
StatePublished - Dec 1 2013
Event43rd IEEE Annual Frontiers in Education Conference, FIE 2013 - Oklahoma City, OK, United States
Duration: Oct 23 2013Oct 26 2013

Publication series

NameProceedings - Frontiers in Education Conference, FIE
ISSN (Print)1539-4565

Conference

Conference43rd IEEE Annual Frontiers in Education Conference, FIE 2013
CountryUnited States
CityOklahoma City, OK
Period10/23/1310/26/13

Fingerprint

self-regulation
computer science
Computer science
creativity
Students
learning
student
Time and motion study
knowledge
Education
intelligence
graduate
regulation
lack
performance
education

Keywords

  • Emotion
  • Engagement
  • Goal orientation
  • Motivation
  • Perceived instrumentality
  • STEM learning
  • Self-regulation

ASJC Scopus subject areas

  • Software
  • Education
  • Computer Science Applications

Cite this

Shell, D. F., Hazley, M. P., Soh, L-K., Ingraham, E., & Ramsay, S. (2013). Associations of students" creativity, motivation, and self-regulation with learning and achievement in college computer science courses. In 2013 Frontiers in Education Conference: Energizing the Future, FIE 2013 - Proceedings (pp. 1637-1643). [6685116] (Proceedings - Frontiers in Education Conference, FIE). https://doi.org/10.1109/FIE.2013.6685116

Associations of students" creativity, motivation, and self-regulation with learning and achievement in college computer science courses. / Shell, Duane F.; Hazley, Melissa Patterson; Soh, Leen-Kiat; Ingraham, Elizabeth; Ramsay, Stephen.

2013 Frontiers in Education Conference: Energizing the Future, FIE 2013 - Proceedings. 2013. p. 1637-1643 6685116 (Proceedings - Frontiers in Education Conference, FIE).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Shell, DF, Hazley, MP, Soh, L-K, Ingraham, E & Ramsay, S 2013, Associations of students" creativity, motivation, and self-regulation with learning and achievement in college computer science courses. in 2013 Frontiers in Education Conference: Energizing the Future, FIE 2013 - Proceedings., 6685116, Proceedings - Frontiers in Education Conference, FIE, pp. 1637-1643, 43rd IEEE Annual Frontiers in Education Conference, FIE 2013, Oklahoma City, OK, United States, 10/23/13. https://doi.org/10.1109/FIE.2013.6685116
Shell DF, Hazley MP, Soh L-K, Ingraham E, Ramsay S. Associations of students" creativity, motivation, and self-regulation with learning and achievement in college computer science courses. In 2013 Frontiers in Education Conference: Energizing the Future, FIE 2013 - Proceedings. 2013. p. 1637-1643. 6685116. (Proceedings - Frontiers in Education Conference, FIE). https://doi.org/10.1109/FIE.2013.6685116
Shell, Duane F. ; Hazley, Melissa Patterson ; Soh, Leen-Kiat ; Ingraham, Elizabeth ; Ramsay, Stephen. / Associations of students" creativity, motivation, and self-regulation with learning and achievement in college computer science courses. 2013 Frontiers in Education Conference: Energizing the Future, FIE 2013 - Proceedings. 2013. pp. 1637-1643 (Proceedings - Frontiers in Education Conference, FIE).
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