Maria Knobelsdorf, University of Dortmund, Germany - Didaktik der ...
Maria Knobelsdorf, University of Dortmund, Germany - Didaktik der ...
Maria Knobelsdorf, University of Dortmund, Germany - Didaktik der ...
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APPENDIX<br />
Table 4. The Factors, their Definitions and their items<br />
Factors Operational Definition Items Source<br />
Performance The degree to which an Using programming improves my performance in a task. (PE1) [18]<br />
Expectancy individual believes that Programming enhances my effectiveness in tasks progressing.<br />
(PE)<br />
attending the respective<br />
course is useful for him/her.<br />
(PE2)<br />
Programming would make it easier to complete a task. (PE3)<br />
Programming increases productivity in completing tasks. (PE4)<br />
Satisfaction The degree to which a I am satisfied with the programming experience. (STF1)<br />
[14]<br />
(STF)<br />
person positively feels with I am pleased with the programming experience. (STF2)<br />
the respective course. My decision to use programming was a wise one. (STF3)<br />
My feeling to use programming was good. (STF4)<br />
Social Influ- The degree to which an People who are important to me think that Ι should learn pro- [14]<br />
ence (SI) individual perceives that gramming. (SI1)<br />
most people who are im- People who influence my behavior encourage me to learn proportant<br />
to him think he<br />
should or should not attend<br />
the respective course.<br />
gramming. (SI2)<br />
Self-Efficacy The degree <strong>of</strong> conviction I could complete a programming task …<br />
[17]<br />
(SEF)<br />
that one can successfully if there was no one around to tell me what to do. (SEF1)<br />
execute the operation re- if I had only instructions for reference. (SEF2)<br />
quired to produce the outcomes.<br />
if I had never used it before. (SEF3)<br />
Behavioral The degree <strong>of</strong> students’ I intend to continue learning programming in the future. (BI1) [18]<br />
Intention (BI) willingness to attend the I will continue learning programming in the future. (BI2)<br />
respective course<br />
I will regularly learn programming in the future. (BI3)<br />
Confidence I feel confident in …<br />
Problem Solv- The degree <strong>of</strong> students’ un<strong>der</strong>standing the problems presented to me. (CPS1)<br />
[11]<br />
ingConfidence (CPS)<br />
confidence to successfully<br />
cope with various problems<br />
identifying the components <strong>of</strong> a problem. (CPS2)<br />
analyzing a problem to other simpler ones. (CPS3)<br />
posing a problem, formulating it accurately and completely.<br />
(CPS4)<br />
Confidence The degree <strong>of</strong> students’ formulating the forms <strong>of</strong> conditional statement if. (CCC1) [11]<br />
for using Data<br />
Commands<br />
confidence to successfully<br />
use data commands<br />
discerning the differences <strong>of</strong> the forms <strong>of</strong> conditional statement<br />
if. (CCC2)<br />
(Conditional-<br />
selecting the best form <strong>of</strong> conditional statement depending on the<br />
Loop)<br />
problem. (CCC3)<br />
formulating the loop statement.(CLC1)<br />
selecting the best loop statement. (CLC2)<br />
using the appropriate loop statement. (CLC3)<br />
Confidence The degree <strong>of</strong> students’ deciding whether it is necessary to use an array. (CDS1)<br />
[11]<br />
for Data Struc- confidence to successfully selecting the formula <strong>of</strong> array (one‐dimensional, two‐<br />
tures (CDS) use data structures<br />
dimensional, etc.). (CDS2)<br />
entering, processing and printing the items <strong>of</strong> an array. (CDS3)<br />
doing general exercises and exercises <strong>of</strong> searching and sorting<br />
using the structure <strong>of</strong> the array. (CDS4)<br />
defining the structures <strong>of</strong> the stack and queue with the correspondent<br />
operations. (CDS5)<br />
24