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Manipulating mindset to positively influence introductory programming performance

Published: 10 March 2010 Publication History

Abstract

Introductory programming classes are renowned for their high dropout rates. The authors propose that this is because students learn to adopt a fixed mindset towards programming. This paper reports on a study carried out with an introductory programming class, based on Dweck's mindset research. Combinations of three interventions were carried out: tutors taught mindset to students; growth mindset feedback messages were given to students on their work; and, when stuck, students were encouraged to use a crib sheet with pathways to solve problems. The study found that the mixture of teaching mindset and giving mindset messages on returned work resulted in a significant change in mindset and a corresponding significant change in test scores - improvements in test scores were found in a class test given immediately after the six-week intervention and at the end-of-year exam. The authors discuss the results and the strengths and weaknesses of the study.

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    cover image ACM Conferences
    SIGCSE '10: Proceedings of the 41st ACM technical symposium on Computer science education
    March 2010
    618 pages
    ISBN:9781450300063
    DOI:10.1145/1734263
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    Published: 10 March 2010

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    Author Tags

    1. attitudinal
    2. cs0
    3. cs1
    4. debugging
    5. dweck
    6. growth mindset
    7. novice programmers
    8. programming
    9. self-theories

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