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ERIC Number: EJ1445857
Record Type: Journal
Publication Date: 2024-Dec
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-2928
EISSN: EISSN-1878-5174
Available Date: N/A
Exploring the Impact of Psychosocial Learning Environments and Instructional Modalities on Academic Achievement in Blended Computer Science Education
European Journal of Psychology of Education, v39 n4 p4493-4514 2024
The goal of the present study was to explore the relations among perceived psychosocial learning environments, instructional modality, motivation, self-regulated learning, and academic achievement in blended computer science education. The participants were 207 undergraduate students enrolled in a blended online and face-to-face design course. We employed exploratory structural equation modeling to analyze the data. Our findings indicated that within the perceived psychosocial learning environments, dimensions such as personal relevance, authentic learning, and active learning significantly predicted various motivational beliefs. Furthermore, active learning and expectancy were strong predictors of effective time management, while instructional modality and emotional cost were closely linked to academic procrastination. Notably, academic procrastination emerged as the sole significant predictor of academic achievement, measured by course grades. These results suggest that traditional curricula emphasizing textbook reading and code memorization may be ineffective in teaching computer science. Additionally, our study highlights a higher tendency for procrastination in online settings. We recommend a curriculum focused on personal relevance, authentic learning, and active learning to better motivate students and enhance their ability to manage their learning effectively. To improve academic achievement in computer science education, it is crucial to address maladaptive self-regulatory processes and motivational beliefs, which primarily arise from active learning and instructional modality. We will conclude with specific recommendations for designing learning environments that better support computer science education.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A