Unveiling Resilience: Exploring Key Components of Resilience Among Undergraduate Computer Science Students in Introductory Programming Courses
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Date
2024-01-03
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5134
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This study identifies the components contributing to resilience among undergraduate computer science students in introductory programming courses. It presents an interpretive qualitative study's initial findings through 20 student interviews. The study reveals the significance of self-efficacy, including self-talk, autonomy, self-management, self-regulation, and intrinsic motivation, as influential factors in understanding and fostering resilience among students in computer science contexts. These findings contribute to the existing literature on resilience and offer valuable insights for educators and researchers seeking to support student's academic success and well-being. This study's unique contributions include exploring self-talk and self-management components, which are yet to be extensively studied with resilience in previous research. Future research can build upon these findings to develop interventions and educational practices that foster resilience among undergraduate computer science students.
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Computing Education, computer science, introductory programming, resilience, self-management, self-talk
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10 pages
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Proceedings of the 57th Hawaii International Conference on System Sciences
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Attribution-NonCommercial-NoDerivatives 4.0 International
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