Aggarwal, A., & Pitts, G., & Bachus, S., & Jayasekaran, S. R., & Anwar, S. (2023, June), Identifying Factors That Influence Engineering Students' Outcome Expectancy and Learning Self-Efficacy in a Flipped CS1 Course  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43428

\bibitem{asee_peer_43428}
  Aggarwal, A., \& Pitts, G., \& Bachus, S., \& Jayasekaran, S. R., \& Anwar, S. (2023, June), \emph{Identifying Factors That Influence Engineering Students' Outcome Expectancy and Learning Self-Efficacy in a Flipped CS1 Course}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43428

Ashish Aggarwal, Griffin Pitts, Sage Bachus, Sarah Rajkumari Jayasekaran, and Saira Anwar.  "Identifying Factors That Influence Engineering Students' Outcome Expectancy and Learning Self-Efficacy in a Flipped CS1 Course".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/43428 Internet.  15 Dec, 2024

\bibitem{asee_peer_43428}
  Ashish Aggarwal, Griffin Pitts, Sage Bachus, Sarah Rajkumari Jayasekaran, and Saira Anwar.
  "Identifying Factors That Influence Engineering Students' Outcome Expectancy and Learning Self-Efficacy in a Flipped CS1 Course".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/43428 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_43428
author = "Ashish Aggarwal, Griffin Pitts, Sage Bachus, Sarah Rajkumari Jayasekaran, and Saira Anwar"
title = "Identifying Factors That Influence Engineering Students' Outcome Expectancy and Learning Self-Efficacy in a Flipped CS1 Course"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/43428}
number = {10.18260/1-2--43428}
}

TY  - CPAPER
AB  - As the importance of learning computational skills increases for undergraduate engineering students, it is important to explore the factors that influence their confidence in their ability to learn and their perception of their expected performance in a course. In technical and problem-solving-based courses, students often have preconceived beliefs about their abilities and performance. In the context of programming and for this study, we define learning self-efficacy as students' confidence in their ability to solve problems and learn to program. We also define outcome expectancy through students' perceptions of their expected final grades within a course. Students' learning self-efficacy and outcome expectancy are fundamental motivation constructs that may affect their participation in a course and influence their approach toward learning and performance. Although in the past, researchers have studied motivational and other factors like prior programming experience, self-regulation, level of practice, and task value, to predict students’ performance within a course, the literature is scarce on factors that underpin engineering students’ motivational beliefs related to learning programming. In this analysis, we explore the influence of prior programming experience (PPE), academic standing (GPA), and gender on students' learning self-efficacy and outcome expectancy. We analyze the data of 600 engineering students enrolled in a CS1 course and find that gender and PPE are statistically significant factors that influence students' learning self-efficacy. We also find that learning self-efficacy and GPA are statistically significant predictors of outcome expectancy. We believe these results will help advance our understanding of engineering students' motivational beliefs and help instructors identify specific groups of students that may need additional support and assistance. 
AU  - Ashish Aggarwal
AU  - Griffin Pitts
AU  - Sage Bachus
AU  - Sarah Rajkumari Jayasekaran
AU  - Saira Anwar
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Identifying Factors That Influence Engineering Students' Outcome Expectancy and Learning Self-Efficacy in a Flipped CS1 Course
UR  - https://peer.asee.org/43428
DO  - 10.18260/1-2--43428
ER  -