ABSTRACT Background and Context: Positive youth programming development (PYPD) was conceptualized to measure various positive qualities of students in programming education. Objective: This study aimed to develop a valid PYPD instrument in the pilot before exploring students’ positive qualities in two follow-up studies. Method: A multi-study design was adopted with questionnaires distributed among university students enrolled in programming courses. In pilot study, the PYPD instrument was developed and validated using confirmatory factor analysis (CFA). Study 1 used independent T-tests to explore potential factors that were predictive of students’ PYPD differences. Study 2 conducted paired T-tests to examine students’ PYPD improvement. Findings: Results supported validity of the PYPD instrument; provided evidence that intrinsic motivation is particularly crucial for PYPD differences; and showed positive improvement of students’ PYPD. Implications: Our findings shed light on existing literature that programming education can play an importantly role if educators want to nurture positive qualities in students.

中文翻译：

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“3C”编程视角下的积极青年发展：大学中的多项研究调查

摘要 背景和背景：积极青年编程发展 (PYPD) 被概念化以衡量学生在编程教育中的各种积极素质。目标：本研究旨在在试点中开发有效的 PYPD 工具，然后在两项后续研究中探索学生的积极品质。方法：采用多元研究设计，在编程课程注册的大学生中分发问卷。在试点研究中，PYPD 工具是使用验证性因素分析 (CFA) 开发和验证的。研究 1 使用独立的 T 检验来探索可预测学生 PYPD 差异的潜在因素。研究 2 进行了配对 T 检验以检查学生的 PYPD 改进情况。结果：结果支持 PYPD 工具的有效性；提供证据表明内在动机对 PYPD 差异特别重要；并显示学生 PYPD 的积极改善。启示：我们的研究结果阐明了现有文献，即如果教育工作者想要培养学生的积极品质，编程教育可以发挥重要作用。