Contribution: This article presents a synthesis of the findings and implications from the IC2Think program of research in undergraduate computer science (CS) courses examining student motivation and self-regulated learning (SRL). These studies illuminate both the difficulty and potential for motivating CS students, as well as the uniqueness of CS as a context for studying undergraduate motivation. Background: Computing disciplines are increasingly important in preparing the future workforce. It is imperative that CS educators understand how to motivate students and enhance student outcomes. Synthesizing findings across multiple studies allows for the emergence of new insights into student motivation and SRL. Research Questions: Which aspects of students’ motivation and SRL are predictive of achievement and retention in CS and how can findings inform CS education? Methodology: The primary methodology is a comprehensive review of seven years of research on undergraduate CS education. Studies use a variety of analysis techniques, examine a range of constructs, and include multiple introductory and advanced CS courses. Studies of relationships between variables and change over time were conducted. Findings: The present synthesis of studies on motivation and SRL highlights the complex, counter-intuitive, and positive aspects of student motivation in CS.

中文翻译：

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计算机科学中的动机和自我调节学习：从多年课堂研究计划中吸取的教训

贡献：本文综合了 IC2Think 本科计算机科学 (CS) 课程研究计划的发现和影响，该计划检查学生动机和自我调节学习 (SRL)。这些研究阐明了激励 CS 学生的难度和潜力，以及 CS 作为研究本科动机的背景的独特性。背景：计算学科在培养未来劳动力方面越来越重要。CS 教育工作者必须了解如何激励学生并提高学生成绩。综合多项研究的发现可以对学生动机和 SRL 产生新的见解。研究问题：学生动机和 SRL 的哪些方面可以预测 CS 的成就和保留率，以及研究结果如何为 CS 教育提供信息？ 方法论：主要方法论是对七年本科 CS 教育研究的全面回顾。研究使用各种分析技术，检查一系列结构，并包括多个介绍性和高级 CS 课程。对变量和随时间变化之间的关系进行了研究。发现：目前关于动机和 SRL 研究的综合突出了 CS 中学生动机的复杂、违反直觉和积极的方面。