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Type of publication: research article
Type of publication (PDB): Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Psichologija / Psychology (S006)
Author(s): Diržytė, Aistė;Vijaikis, Aivaras;Perminas, Aidas;Rimasiute-Knabikienė, Romualda;Kaminskis, Lukas;Zebrauskas, Giedrius
Title: Computer programming E-learners’ personality traits, self-reported cognitive abilities, and learning motivating factors
Is part of: Brain sciences. Basel: MDPI, 2021, Vol. 11, iss. 9
Extent: p. 1-24
Date: 2021
Note: article no. 1205
Keywords: E-learning;Cognitive abilities;Computer programming;Learning motivating factors
Abstract: Educational systems around the world encourage students to engage in programming activities, but programming learning is one of the most challenging learning tasks. Thus, it was significant to explore the factors related to programming learning. This study aimed to identify computer programming e-learners’ personality traits, self-reported cognitive abilities and learning motivating factors in comparison with other e-learners. We applied a learning motivating factors questionnaire, the Big Five Inventory—2, and the SRMCA instruments. The sample consisted of 444 e-learners, including 189 computer programming e-learners, the mean age was 25.19 years. It was found that computer programming e-learners demonstrated significantly lower scores of extraversion, and significantly lower scores of motivating factors of individual attitude and expectation, reward and recognition, and punishment. No significant differences were found in the scores of selfreported cognitive abilities between the groups. In the group of computer programming e-learners, extraversion was a significant predictor of individual attitude and expectation; conscientiousness and extraversion were significant predictors of challenging goals; extraversion and agreeableness were significant predictors of clear direction; open-mindedness was a significant predictor of a diminished motivating factor of punishment; negative emotionality was a significant predictor of social pressure and competition; comprehension-knowledge was a significant predictor of individual attitude and expectation; fluid reasoning and comprehension-knowledge were significant predictors of challenging goals; comprehension-knowledge was a significant predictor of clear direction; and visual processing was a significant predictor of social pressure and competition. [...]
Affiliation(s): Mykolo Romerio universitetas
Psichologijos katedra
Vilniaus Gedimino technikos universitetas
Vytauto Didžiojo universitetas
Appears in Collections:1. Straipsniai / Articles
Universiteto mokslo publikacijos / University Research Publications

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