Examining the Role of SelfRegulated Learning on Introductory Programming Performance

摘要

The purpose of this study was to investigate the relation-rnship between self-regulated learning (SRL) and introductoryrnprogramming performance. Participants were undergradu-rnate students enrolled in an introductory computer program-rnming module at a third-level (post-high school) institution.rnThe instrument used in this study was designed to assessrnthe motivations and learning strategies (cognitive, metacog-rnnitive and resource management strategies) of college stu-rndents. The data gathered was analyzed to determine if a re-rnlationship existed between self-regulation and programmingrnperformance and investigate if SRL could be used to predictrnperformance on the module. The study found that studentsrnwho perform well in programming use more metacognitivernand resource management strategies than lower performingrnstudents. In addition, students who have high levels of in-rntrinsic motivation and task value perform better in program-rnming and use more metacognitive and resource managementrnstrategies than students with low levels of intrinsic motiva-rntion and task value. Finally, a regression model based onrncognitive, metacognitive and resource management strate-rngies was able to account for 45% of the variance in program-rnming performance results.