{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/80933"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/80933","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Computer Science Undergraduate Students' Perspectives on Deliberate Practice in Introductory Programming Courses","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Ortega-Chasi, Patricia; 0000-0003-4251-7588"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Schindel, Alexandra","Learning and Instruction"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-10-29T16:48:16Z","date_published":"2019-10-29T16:48:16Z","updated_at":"2026-07-27T19:05:28Z","subjects":["community college education"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/80933","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Schindel, Alexandra","Learning and Instruction"]},{"key":"dc:creator","label":"Author","values":["Ortega-Chasi, Patricia; 0000-0003-4251-7588"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-10-29T16:48:16Z","2019","2019-08-08 18:08:40"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["community college education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/80933"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","This dissertation examines students' experiences during their introductory computing course at a university, focusing on exploring practice sessions aimed to improve their programming skills. The research questions are formulated to uncover opportunities, challenges, and students' practices in setting learning goals, and the strategies enacted by students to monitor, regulate and control their cognition, motivation, and behavior during deliberate practice. Qualitative and quantitative data informed this study. Data was gathered through in-depth semi-structured individual interviews (17 undergraduate students majoring in computer science), three focus groups, review of relevant documents, and over 50 hours of video (recordings of the computer screen while participants were working in the programming task during lab sessions), all gathered during the focal students' CS1 course. From the data emerged themes related to the role that previous programming experience played on the participants' emotions during deliberate practice, participants' difficulties during the CS1 course, and participants' perceptions regarding the learning activities and the available learning resources. The findings revealed that previous programming experience shaped participants' involvement during lab sessions. It had a substantial effect on their sense of confidence (Bandura, 1977, 1982), and had implications on their motivation and learning. Furthermore, it influenced participants' decisions on how they engaged with the programming task. It involved the effort and time participants put into the task and how long participants persisted when experiencing difficulties (van Dinther et al., 2011). Students' SRL learning strategies used during deliberate practice were explored quantitatively and qualitatively. The statistical analysis of participants' propensities to use SRL strategies and the patterns of use of SRL strategies yield no statistically significant differences between the actions enacted by female and male participants. Regarding participants' patterns of SRL learning strategies, the qualitative data shown that the majority of the participants did not tend to use help-seeking in the form of TA's help. Participants reported they value feeling capable of solving the problems independently. Emotions also had an impact on how participants engaged during lab sessions. Feelings of frustration, anxiety, satisfaction, and accomplishment have shaped their experiences in different ways. Finally, the processes happening during the forethought phase seem to be unconscious for participants. It appears to be due to these processes occur covertly, mainly for the task analysis process. Also, it was evident that participants' self-judgment regarding success or failure at the programming task influenced their effort and persistence and could result in avoiding future opportunities to learn."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Computer Science Undergraduate Students' Perspectives on Deliberate Practice in Introductory Programming Courses"]}]}],"canonical_facts":{"dc:contributor":["Schindel, Alexandra","Learning and Instruction"],"dc:creator":["Ortega-Chasi, Patricia; 0000-0003-4251-7588"],"dc:date":["2019-10-29T16:48:16Z","2019","2019-08-08 18:08:40"],"dc:description":["Ph.D.","This dissertation examines students' experiences during their introductory computing course at a university, focusing on exploring practice sessions aimed to improve their programming skills. The research questions are formulated to uncover opportunities, challenges, and students' practices in setting learning goals, and the strategies enacted by students to monitor, regulate and control their cognition, motivation, and behavior during deliberate practice. Qualitative and quantitative data informed this study. Data was gathered through in-depth semi-structured individual interviews (17 undergraduate students majoring in computer science), three focus groups, review of relevant documents, and over 50 hours of video (recordings of the computer screen while participants were working in the programming task during lab sessions), all gathered during the focal students' CS1 course. From the data emerged themes related to the role that previous programming experience played on the participants' emotions during deliberate practice, participants' difficulties during the CS1 course, and participants' perceptions regarding the learning activities and the available learning resources. The findings revealed that previous programming experience shaped participants' involvement during lab sessions. It had a substantial effect on their sense of confidence (Bandura, 1977, 1982), and had implications on their motivation and learning. Furthermore, it influenced participants' decisions on how they engaged with the programming task. It involved the effort and time participants put into the task and how long participants persisted when experiencing difficulties (van Dinther et al., 2011). Students' SRL learning strategies used during deliberate practice were explored quantitatively and qualitatively. The statistical analysis of participants' propensities to use SRL strategies and the patterns of use of SRL strategies yield no statistically significant differences between the actions enacted by female and male participants. Regarding participants' patterns of SRL learning strategies, the qualitative data shown that the majority of the participants did not tend to use help-seeking in the form of TA's help. Participants reported they value feeling capable of solving the problems independently. Emotions also had an impact on how participants engaged during lab sessions. Feelings of frustration, anxiety, satisfaction, and accomplishment have shaped their experiences in different ways. Finally, the processes happening during the forethought phase seem to be unconscious for participants. It appears to be due to these processes occur covertly, mainly for the task analysis process. Also, it was evident that participants' self-judgment regarding success or failure at the programming task influenced their effort and persistence and could result in avoiding future opportunities to learn."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/80933"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["community college education"],"dc:title":["Computer Science Undergraduate Students' Perspectives on Deliberate Practice in Introductory Programming Courses"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:28Z"}