计算机编程类课程持续学习意图模型与实证研究

Continue Learning Intention Model and Empirical Investigation in Computer Programming Courses

基于社会认知理论中的三方互惠决定框架,本文发展得到三阶段的动态学习过程概念模型,并针对其中的再认知-接受阶段构建了编程类课程继续学习意图模型。通过调查某高校非计算机类专业300个学生样本,本文通过实证研究验证了该模型和假设。结果表明,大学生编程学习的自我效能感和对编程类课程的价值感知显著影响了学生继续编程学习的意图;而编程学习自我效能感的形成因素主要受学生过往自身学习体验和与他人比较获得的感知优势,而替代性经验并不显著影响编程学习过程中自我效能感形成。研究结果对高校非计算机类专业学生的持续编程类课程学习和教学具有重要的理论创新和实践应用价值。

Based on the concept of triadic reciprocity in social cognitive theory, this study developed a three-step study course conceptual model, and built an intention of continuing learning model on programming courses based on its recognition-acceptance step. A survey was administered to 300 students studying in non-computer majors in a university. The empirical study on the results verified the model and hypotheses. The results indicate self-efficacy on programming and the perception of value on programming courses could significantly predict students’ intention to continue learning programming. Further, this study verified that students’ programming self-efficacy was from their own experience and their comparative advantage, while the vicarious experience in programming did not influence the forming of self-efficacy in programming study. The findings have important theoretical innovation and practical application value for continuous programming courses and teaching of non-computer majors in colleges and universities.