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

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.
Performance
Achievement emotions
Self-efficacy
eXtreme Apprenticeship
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11562/980972
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