Previous research studies on introductory programming courses in engineering education in Portugal and Serbia have indicated that although high motivation and high expectations seem to be reported by students, many students may fail the course. This prompted a further inquiry into student attitudes, behavior, and achievement, and it also led to the introduction of C Tutor, a widely known program visualization tool, into courses in both countries. As a result, in the present study, self‐reported student achievement (grades), self‐reported student progress (knowledge improvement and confidence), and self‐reported usage and helpfulness of C Tutor were investigated. Anonymous data about students and their experience in the course, which also included the usage of C Tutor, were collected in a survey in Portugal and Serbia. Quantitative methods, including descriptive statistics, clustering, statistical testing of independence, and partial correlation analysis, were applied in analyses of survey data. The distribution of grades differed between the two countries, but overall attitudes were similar. Various uncovered patterns involving student attitudes and usage of C Tutor may serve as a starting point for new research studies.

中文翻译：

---

C 与学生成绩和进步相关的导师使用情况：葡萄牙和塞尔维亚入门编程课程的研究

之前对葡萄牙和塞尔维亚工程教育中的入门编程课程的研究表明，尽管学生们似乎报告了高动机和高期望，但许多学生可能无法通过课程。这促使了对学生态度、行为和成就的进一步调查，并且还导致在两国的课程中引入了广为人知的程序可视化工具 C Tutor。因此，在本研究中，对自我报告的学生成绩（成绩）、自我报告的学生进步（知识改进和信心）以及自我报告的 C Tutor 使用情况和帮助进行了调查。在葡萄牙和塞尔维亚的一项调查中收集了有关学生及其课程体验的匿名数据，其中还包括 C Tutor 的使用情况。定量方法，包括描述性统计、聚类、独立性统计检验和偏相关分析等方法应用于调查数据的分析。两国之间的等级分布不同，但总体态度相似。涉及学生态度和 C Tutor 使用的各种未发现模式可以作为新研究的起点。