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Exploring Identity in Relation to Influential Factors in CS1
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DOI：10.1145/3746459.png)
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Abstract
En 中文
Identity has received ample attention in computing education research from the viewpoint of “computing identity” and broadening participation, while more attention has been called for to clarify its role. We looked into identity development in the context of Computer Science 1 (CS1) based on Marcia’s identity statuses and subsequent developments of identity development scale. We attempted to understand identity by integrating other acknowledged variables into our analyses, including student background information, intrinsic motivation, and self-efficacy. This exploratory investigation is comprised of two studies, the first of which was a preliminary inspection of the distributions and correlations and the latter more focused on the pre- and post-measurements. All data were collected through questionnaires during CS1 courses. The results include that maintaining commitment in terms of identity development is linked with and supported by increased experiences of competence. Another finding was that ruminative identity exploration negatively correlates with self-efficacy. These suggest that supporting student learning is an important effort and that students’ self-efficacy challenges should be addressed by also paying attention to students’ worries in the context of identity development. Other indications included that exploration in breadth (cf. getting a picture of the field) was linked with experienced value and usefulness and hence should be supported by faculties. The factor analysis suggested several hypotheses that warrant further research. Overall, we believe that this exploratory study paves the way for follow-up studies.
Keywords:
identity development
computing education
self-efficacy
intrinsic motivation
CS1
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6.8
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508
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