Study Major, Gender, and Confidence Gap: Effects on Experience, Performance, and Self-Efficacy in Introductory Programming

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

Abstract

The term Confidence Gap refers to the phenomenon of men being more confident in their ability to succeed in their studies and elsewhere. It is an acknowledged phenomenon both in Computer Science as well as STEM subjects at large, likely influencing students’ career path choices and selection of study major. In this work, we analyze data from multiple introductory programming courses. We do this by looking at the interaction of (1) students’ performance measured in terms of completed assignments, (2) self-reported confidence in the ability to succeed in the programming course, (3) major, and (4) gender. Aligned with prior research, we observe the existence of the Confidence Gap. At the same time, men and women who chose Computer Science as their major are more confident in their ability to succeed in their first programming course than their counterparts in other subjects.
Original languageEnglish
Title of host publication2020 IEEE Frontiers in Education Conference (FIE)
PublisherIEEE
ISBN (Electronic)978-1-7281-8961-1
ISBN (Print)978-1-7281-8962-8
DOIs
Publication statusPublished - 21 Oct 2020
MoE publication typeA4 Article in a conference publication
EventConference proceedings : Frontiers in Education Conference - Uppsala, Sweden
Duration: 21 Oct 202024 Oct 2020
https://www.fie2020.org/

Publication series

NameIEEE Frontiers in Education Conference (FIE)
PublisherIEEE
ISSN (Print)1539-4565
ISSN (Electronic)2377-634X

Conference

ConferenceConference proceedings : Frontiers in Education Conference
Abbreviated titleFIE
CountrySweden
CityUppsala
Period21/10/202024/10/2020
Internet address

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