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Are boys more confident than girls? The role of calibration and students’ self-efficacy in programming tasks and computer science

Research output: Chapter in Book/Report/Conference proceedingConference paper

Original languageEnglish
Title of host publicationProceedings of the 13th Workshop in Primary and Secondary Computing Education
Subtitle of host publicationWIPSCE '18
Number of pages4
DOIs
Publication statusPublished - 3 Oct 2018

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King's Authors

Abstract

school and university. There have been a vast amount of studies
with a focus on identifying students’ difficulties, common errors and
misconceptions in programming, and on the development and design
of instructional techniques that could potentially help students
overcome these difficulties. Nevertheless, there are few studies that
explore students’ performance in programming under the prism of
self-regulation theory. To this end, the current study considers girls’
and boys’ calibration and how it is related with their performance in
programming, self-evaluation, and self-efficacy in computer science.
Calibration is a measure of the accuracy with which people assess
their confidence in their own performance. The results of our study
suggest that boys feel significantly more efficacious in computer
science than girls, as well as make significantly more accurate predictions
(better calibrated) of their programming performance than
girls. The implications of these findings for the current education
practices are outlined and discussed.

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