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Theoretical Value Belief, Cognitive Ability, and Personality as Predictors of Student Performance in Object‐Oriented Programming Environments
Author(s) -
Hall Dianne J.,
Cegielski Casey G.,
Wade James N.
Publication year - 2006
Publication title -
decision sciences journal of innovative education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.52
H-Index - 19
eISSN - 1540-4609
pISSN - 1540-4595
DOI - 10.1111/j.1540-4609.2006.00115.x
Subject(s) - assertion , personality , value (mathematics) , cognition , object (grammar) , computer science , task (project management) , personality type , psychology , mathematics education , cognitive psychology , social psychology , artificial intelligence , programming language , machine learning , management , neuroscience , economics
The research described in this article reports the results of a study designed to evaluate the relationship among object‐oriented (OO) computer programming task performance and a student's (1) theoretical value belief, (2) cognitive ability, and (3) personality. The results of this study do not support the assertion that cognitive ability is a main determinant of performance. Rather, the findings suggest that characteristics of an individual nature have more effect on a student's performance. This supports our belief advanced herein that theoretical value belief and personality are significant predictors of computer programming performance in OO environments. From the findings of this study, we assert that academicians who must teach OO computer programming consider these factors when developing course materials or student assistance programs.