Authors:
Deller Ferreira
and
Dirson Campos
Affiliation:
Institute of Informatics, Federal University of Goiás, Alameda Palmeiras, Goiânia, Brazil
Keyword(s):
Self-regulation, Co-regulation, Shared Regulation, Introductory Programming.
Abstract:
Self-regulated learning is an important topic in introductory computer programming. Self-regulated learning is defined as the degree to which students are active participants in their own academic learning with respect to motivational, behavioral, metacognitive, and cognitive aspects. Another important aspect in programming learning is the social regulation of learning, in which students co-regulate or share regulation of their cognition, behavior, motivation and emotions, in situations of temporary coordination of regulation with colleagues or teachers. Therefore, teaching and learning approaches in programming do not prioritize skills aligned with self-regulation, co-regulation and shared regulation. Thus, the objective of this research is to unveil the extent to which introductory programming students apply regulation strategies during programming. An exploratory study involving 198 students, found evidence that a significant number of students do not engage themselves in regulato
ry strategies during learning introductory programming.
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