e-journal

On the Domain-Specificity of Mindsets: The Relationship Between Aptitude Beliefs and Programming Practice

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Deliberate practice is important in many areas of learning, including that of learning to program computers. However, beliefs about the nature of personal traits, known as mindsets, can have a profound impact on such practice. Previous research has shown that those with a fixed mindset believe their
traits cannot change; they tend to reduce their level of practice when they encounter difficulty. In contrast, those with the growth mindset believe their traits are flexible; they tend to maintain
regular practice despite the level of difficulty. However, focusing on mindset as a single construct focused on intelligence may not be appropriate in the field of computer programming. Exploring
this notion, a self-belief survey was distributed to undergraduate software engineering students. It revealed that beliefs about intelligence and programming aptitude formed two distinct constructs.
Furthermore, the mindset for programming aptitude had greater utility in predicting software development practice, and a follow-up survey showed that it became more fixed throughout instruction. Thus, educators should consider the role of programming-specific beliefs in the design and evaluation of introductory
courses in software engineering. In particular, they need to situate and contextualize the growth messages that motivate students who experience early setbacks.
Index Terms—Domain-specific, Dweck, implicit beliefs, mindsets, practice, programming, self-theories.

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Informasi Detail

Judul Seri

IEEE TRANSACTIONS ON EDUCATION

No. Panggil

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Penerbit

New York : IEEE., 2014

Deskripsi Fisik

IEEE TRANSACTIONS ON EDUCATION, VOL. 57, NO. 3, AUGUST 2014

Bahasa

English

ISBN/ISSN

0018-9359

Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

VOL. 57, NO. 3, AUGUST 2014

Subjek

PENDIDIKAN

Info Detail Spesifik

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Pernyataan Tanggungjawab

Yuli/Agus

Versi lain/terkait

Lampiran Berkas

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