Research has repeatedly shown self-efficacy to be associated with course outcomes in CS and across other fields. CS education research has documented this and has developed CS-specific self-efficacy measurement instruments, but to date there have been only a few studies examining interventions intended to improve students’ self-efficacy in CS, and several types of self-efficacy interventions suggested by previous research remain to be tested in CS. This study attempts to address this lack of research by reporting on the results of a trial intervention intended to improve students’ self-efficacy in an introductory programming course. Students were recruited to complete a self-evaluation task, which previous research has suggested could have a beneficial impact on self-efficacy, which should in turn have a beneficial impact on course performance. Participating students’ course outcomes and self-efficacy were compared with those of the students who did not complete the self-evaluation task, using propensity score weighting adjustments to control for differences between the groups on entering characteristics and prior values of self-efficacy and course outcomes. We found that, whereas there was only marginal evidence for the self-evaluation intervention having a direct effect on self-efficacy, students who completed the self-evaluation task had significantly higher project scores during the weeks they were asked to complete it, compared to the students who did not participate. These findings suggest that there are potential benefits to incorporating self-evaluation tasks into introductory CS courses, although perhaps not by virtue of directly influencing self-efficacy.

中文翻译：

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自我评估干预：对介绍性编程中自我效能和绩效的影响

研究一再表明，自我效能感与 CS 和其他领域的课程成果相关。CS 教育研究已经记录了这一点，并开发了针对 CS 的自我效能测量工具，但迄今为止，只有少数研究检查了旨在提高学生在 CS 中的自我效能感的干预措施，并且提出了几种类型的自我效能感干预措施通过以前的研究仍有待在 CS 中进行测试。本研究试图通过报告旨在提高学生在介绍性编程课程中的自我效能感的试验干预的结果来解决这种缺乏研究的问题。学生被招募来完成一项自我评估任务，之前的研究表明这可能对自我效能产生有益的影响，进而对课程表现产生有益的影响。将参与学生的课程成果和自我效能感与未完成自我评价任务的学生进行比较，使用倾向得分加权调整来控制组间在进入特征和自我效能感和课程的先验值方面的差异结果。我们发现，虽然自我评估干预对自我效能有直接影响的证据很少，但完成自我评估任务的学生在被要求完成的几周内的项目得分明显高于没有参加的学生。这些研究结果表明，将自我评估任务纳入 CS 入门课程有潜在的好处，尽管可能不会直接影响自我效能。