ABSTRACT Background and Context: Understanding the effects of learner characteristics and perceived learning environment on achievement in academic fields including Computer Science (CS) is of critical importance. Objective: This study aimed at testing a hypothesized model of achievement in CS in terms of the learner and the learning environment characteristics. Method: Data were collected using a questionnaire administered to a random sample of 315 eleventh and twelfth-grade advanced CS students (28% girls). Structural equation modelling (SEM) analysis was utilized to test the proposed structural model. Findings: The hypothesized structural model fits the data reasonably, yet five of the 17 assumed effects were not significant. A modified model with only significant effects fit the data well and accounted for 41% of the variance. Mathematics achievement, self-efficacy and classroom learning environment are the most influential variables on achievement in CS. Implications: The findings bear important implication for helping students by resolving obstacles that obstruct their learning and achievement.

中文翻译：

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高级计算机科学中的建模成就：学习者特征和感知学习环境的作用

摘要 背景和背景：了解学习者特征和感知学习环境对包括计算机科学 (CS) 在内的学术领域成就的影响至关重要。目标：本研究旨在根据学习者和学习环境特征测试 CS 成就的假设模型。方法：使用对 315 名 11 和 12 年级高级 CS 学生（28% 女孩）的随机样本进行问卷调查收集数据。利用结构方程模型 (SEM) 分析来测试所提出的结构模型。结果：假设的结构模型合理地拟合了数据，但 17 个假设的影响中有 5 个不显着。只有显着效应的修正模型与数据拟合良好，占方差的 41%。数学成绩、自我效能感和课堂学习环境是对 CS 成绩影响最大的变量。启示：研究结果对于帮助学生解决阻碍他们学习和成就的障碍具有重要意义。