Research so far has overlooked the contribution of students' noncognitive factors to their performance in introductory programming in the context of personalized learning support. This study uses learning analytics to design and implement a Dashboard to understand the contribution of introductory programming students' learning motivation, personality, and class participation factors to their programming performance and provide adaptive support to improve their motivation and persistence. Moreover, this study evaluates the effectiveness and usefulness of the dashboard in two phases: committee evaluation and laypersons evaluation. The evaluation results indicate dashboard's effectiveness in students' better-informed decision-making related to their learning approach. In both phases, the dashboard has been perceived as useful and easy-to-use tool. These findings indicate that the dashboard is perceived as a useful tool for providing timely feedback about non-cognitive factors contributing to students' programming performance. The study provides insights into the noncognitive side of novice programmers and encourages further exploration of other aspects influencing their performance.