Contributions: This paper investigates the relations between undergraduate software architecture students' self-confidence and their course expectations, cognitive levels, preferred learning methods, and critical thinking. Background: these students, often, lack self-confidence in their ability to use their knowledge to design software architectures. Intended Outcomes: Self-confidence is expected to be related to the students' course expectations, cognitive levels, preferred learning methods, and critical thinking. Application Design: We developed a questionnaire with open-ended questions to assess the self-confidence levels and related factors, which was taken by one-hundred ten students in two semesters. The students answers were coded and analyzed afterward. Findings: We found that self-confidence is weakly associated with the students' course expectations and critical thinking and independent from their cognitive levels and preferred learning methods. The results suggest that to improve the self-confidence of the students, the instructors should ensure that the students' have "correct" course expectations and work on improving the students' critical thinking capabilities.

中文翻译：

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大学生对软件体系结构设计的自信心

贡献：本文研究了本科软件架构学生的自信心与他们的课程期望，认知水平，偏好的学习方法和批判性思维之间的关系。背景：这些学生经常缺乏使用自己的知识来设计软件体系结构的能力的自信心。预期结果：自信应与学生的课程期望，认知水平，偏爱的学习方法和批判性思维有关。应用程序设计：我们开发了一个带有开放式问题的问卷，以评估自信心水平和相关因素，该问卷由两个学期中的一百零十名学生所采用。随后对学生的答案进行编码和分析。发现：我们发现，自信与学生的课程期望和批判性思维联系不紧密，并且与他们的认知水平和偏好的学习方法无关。结果表明，为了提高学生的自信心，教师应确保学生具有“正确的”课程期望，并致力于提高学生的批判性思维能力。