We investigated the efficacy of using the eXtreme Apprenticeship (XA) methodology for teaching programming courses at the university by consid-ering an often-neglected aspect: students’ achievement emotions in XA tasks. We involved 53 university students who participated in a XA-based programming course. We assessed students’ performance in the course, their achievement emotions and self-efficacy. Key results of the study are pre-sented in the paper. Students with a higher compliance towards the course performed better and were characterised by less intense anxiety, anger, and hopelessness compared to those with a lower compliance. Among achieve-ment emotions, only shame mediated the relation between self-efficacy and performance. Such findings are discussed in terms of their theoretical and applied relevance.
Compliance to eXtreme Apprenticeship in a programming course: Performance, achievement emotions, and self-efficacy
Brondino M.;Pasini M.;Raccanello D.
2019-01-01
Abstract
We investigated the efficacy of using the eXtreme Apprenticeship (XA) methodology for teaching programming courses at the university by consid-ering an often-neglected aspect: students’ achievement emotions in XA tasks. We involved 53 university students who participated in a XA-based programming course. We assessed students’ performance in the course, their achievement emotions and self-efficacy. Key results of the study are pre-sented in the paper. Students with a higher compliance towards the course performed better and were characterised by less intense anxiety, anger, and hopelessness compared to those with a lower compliance. Among achieve-ment emotions, only shame mediated the relation between self-efficacy and performance. Such findings are discussed in terms of their theoretical and applied relevance.
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