TY - GEN
T1 - Reliability and Predictive Validity of the Self-regulation Programming Strategies Questionnaire
AU - Silva, Leonardo
AU - Mendes, Antonio Jose
AU - Gomes, Anabela
AU - Lam, Chan Tong
AU - Chan, Calana
AU - Fortes, Gabriel
N1 - Publisher Copyright:
© 2022 IEEE.
PY - 2022
Y1 - 2022
N2 - Educational software has often been used to promote self-regulated learning (SRL), a psychological construct associated with improved academic performance. In introductory programming education, high-performing students often present a solid use of SRL strategies, which aroused the interest of educators and researchers in studying this phenomenon. A typical procedure in research grounded on the SRL theory is the measurement of students' regulatory abilities. For example, to assess modifications in SRL behavior after exposure to computer-based scaffoldings. Due to the lack of instruments that measure specific regulatory strategies related to programming learning, the Self-Regulation Programming Strategies Questionnaire (SPSQ) was developed by Lu et al. The use of this instrument depends upon its reliability and validity, aspects measured by psychometrics replications, which is missing and is our objective in this work. Ninety-five undergraduate computer science students from Macao participated in this investigation. The findings point to the SPSQ's reliability and validity, and our study goes further by providing a confirmatory factor analysis of this instrument, which was absent in the original study.
AB - Educational software has often been used to promote self-regulated learning (SRL), a psychological construct associated with improved academic performance. In introductory programming education, high-performing students often present a solid use of SRL strategies, which aroused the interest of educators and researchers in studying this phenomenon. A typical procedure in research grounded on the SRL theory is the measurement of students' regulatory abilities. For example, to assess modifications in SRL behavior after exposure to computer-based scaffoldings. Due to the lack of instruments that measure specific regulatory strategies related to programming learning, the Self-Regulation Programming Strategies Questionnaire (SPSQ) was developed by Lu et al. The use of this instrument depends upon its reliability and validity, aspects measured by psychometrics replications, which is missing and is our objective in this work. Ninety-five undergraduate computer science students from Macao participated in this investigation. The findings point to the SPSQ's reliability and validity, and our study goes further by providing a confirmatory factor analysis of this instrument, which was absent in the original study.
KW - programming education
KW - psychometrics validation
KW - self-regulated learning
UR - http://www.scopus.com/inward/record.url?scp=85146217640&partnerID=8YFLogxK
U2 - 10.1109/SIIE56031.2022.9982352
DO - 10.1109/SIIE56031.2022.9982352
M3 - Conference contribution
AN - SCOPUS:85146217640
T3 - SIIE 2022 - 24th International Symposium on Computers in Education
BT - SIIE 2022 - 24th International Symposium on Computers in Education
A2 - Gomes, Anabela
A2 - Gomes, Anabela
A2 - Mendes, Antonio Jose
A2 - Rodriguez, Manuel Caeiro
A2 - Nolan, Silvia
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 24th International Symposium on Computers in Education, SIIE 2022
Y2 - 17 November 2022 through 19 November 2022
ER -