Paper Info
Title
Optimists Have More Fun, But Do They Learn Better? On The Influence Of Emotional And Social Factors On Learning Introductory Computer Science
Abstract
In order to better understand predictors of success and, when possible, improve the design of the first year computer science courses at university to increase the likelihood of success, we study a number of factors that may potentially indicate students' computer science aptitude. Based on findings in general education, we have studied the influence of emotional and social factors on students' learning outcomes in introductory computer science courses. Emotional health and social well-being have been measured in terms of five variables: perfectionism, self-esteem, coping tactics, affective states and optimism. Surprisingly, we found no correlation between emotional health and social well-being on the one hand and success in computer science as indicated by course grades on the other. However, in most of the courses, the students who pass have a statistically significant higher self-esteem than those who do not. Our hypothesis was that there would be a positive correlation between emotional and social factors and success in computer science as indicated by the course grade, since others have found the variables perfectionism, self-esteem and affective states to be predictors of success. We identify potential explanations for this seeming contradiction.
Year
DOI
Venue
2008
10.1080/08993400701791133
COMPUTER SCIENCE EDUCATION
Keywords
Field
DocType
emotional and social factors, predictors of success, learning introductory computer science
Social psychology,Coping (psychology),Psychology,Social influence,Optimism,Aptitude,Pedagogy,Mental health,Affect (psychology),Academic achievement,Self-esteem
Journal
Volume
Issue
ISSN
18
1
0899-3408
Citations 
PageRank 
References 
11
0.93
13
Authors
2
Name
Order
Citations
PageRank
jens bennedsen142336.79
Michael E. Caspersen2110.93