Engineering Students' Self-Efficacy, Perceptions, and Performance in a Flipped CS1 Course
For computing education researchers, this work extends prior findings on self-efficacy to engineering students in CS1, but is incremental as it replicates known relationships in a new population.
This study analyzed survey and exam data from 602 engineering students in a flipped CS1 course, finding that self-efficacy positively predicted exam performance while perceived difficulty negatively predicted it, with demographic differences in beliefs despite similar performance.
This full research paper investigates how engineering students' course-related beliefs relate to exam performance in a flipped introductory programming course. Understanding factors that influence student learning and performance has long been a focus of computing education research. While prior studies have identified psychological and contextually relevant predictors of success, much of this work has examined students majoring in computer science. Yet introductory programming courses now serve many students from other disciplines, whose beliefs and motivations may differ. To examine these relationships in an engineering-focused CS1 context, we analyze survey and exam data from 602 students. An exploratory factor analysis identified three latent factors: self-efficacy, attitudes toward learning, and perceived programming difficulty. Self-efficacy was positively associated with exam performance, while perceived difficulty was negatively associated. Differences in reported beliefs were also observed across demographic groups, even when performance outcomes were similar. These findings align with and extend prior research, highlighting the role of self-efficacy in achievement and persistence in computing education.