Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Bücher
Zeitschriften
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
SLX-Digitalkonferenz: Zukunftswerkstatt 2024

Mehr Umsatz mit Top-Kontakten

Am 7. Mai erfahren Sie, wie Vertriebsteams Leadgenerierung, Leadnurturing und Leadstrategien effizient steuern können.
Erweiterte Suche
Anmelden
nach oben
Erschienen in:
A Systematic Literature Review on Organizational Training Using Game-Based Learning Kapitel lesen Erstes Kapitel lesen

2019 | OriginalPaper | Buchkapitel

Academic Emotions in Programming Learning: Women’s Impact on the Software Sector

verfasst von : Beatriz Eugenia Grass, Mayela Coto, César Collazos

Erschienen in: Human-Computer Interaction

Verlag: Springer International Publishing

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

This document presents an analysis based on a systematic review carried out on the most recognized topics related to academic emotions in the different mechanisms of research and emotional evaluation, trying to focus attention on the initial programming courses, based on the basic programming concepts, independently of the tool in which these concepts are applied, taking into account that the programming courses are considered relevant courses for the training of computer engineers; mechanisms for the evaluation of emotions are also identified. The main emotions in academic contexts are identified and the aim is to identify elements and analysis through the gender variable. Analyses are done focusing on academic emotions. Subsequently, the factors by which women are not linked to the area of software engineering are analyzed, from the perspective of the high drop-out rates due to the programming courses and the impact of the low participation of women in the software sector in the world order, taking into account the roles in which women perform satisfactorily in the software industry.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren
Vorheriges Kapitel A Systematic Literature Review on Organizational Training Using Game-Based Learning
Nächstes Kapitel An Empiric Study of the Use of Mobile Technology by Users with Intellectual Disability
Literatur
1.
Astrolabio, E.: Emociones académicas: El Eslabón Perdido del Plan de Estudios, 94–107 (2015)
2.
Fisher, A., Margolis, J., Miller, F.: Undergraduate women in computer science: experience motivation and culture. ACM SIGCSE Bull. 29(1), 29 (1997)CrossRef
3.
4.
Burton, L.J.: Higher education in a changing world (2005)
5.
Won, J., Kang, M.: Computers & Education. The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Comput. Educ. 77, 125–133 (2014)CrossRef
6.
Lehman, K.J., Sax, L.J., Zimmerman, H.B.: Women planning to major in computer science: who are they and what makes them unique? Comput. Sci. Educ. 26, 277–298 (2017)CrossRef
7.
Pekrun, R., Goetz, T., Titz, W., Perry, R.P.: Academic emotions in students’ self-regulated learning and achievement: a program of qualitative and quantitative research. Educ. Psychol. 37, 91–105 (2002)CrossRef
8.
Wilson, B.C.: Gender differences in types of assignments preferred: implications for computer science instruction. J. Educ. Comput. Res. 34, 245–255 (2006)MathSciNetCrossRef
9.
Eccles, J.S., Wang, M.T.: What motivates females and males to pursue careers in mathematics and science? Int. J. Behav. Dev. 40, 100–106 (2016)CrossRef
10.
11.
Pérez-Bustos, T., Marquez Gutiérrez, S.: La industria del software y los servicios informáticos (SSI): un sector de oportunidad para el empoderamiento económico de las mujeres latinoamericanas. Capítulo Colombia – Informe de sistematización, 42 (2013)
12.
Gabbert, P., et al.: ACM-W’s New Programs for Recruiting and Retaining Women in Computing. ACM SIGCSE Bull. 39(1), 247–248 (2007)CrossRef
13.
14.
Blum, L.: Transforming the Culture of Computing at Carnegie Mellon Why (and How) the Increase? 1–6 (2002)
15.
Byrne, P., Lyons, G.: The effect of student attributes on success in programming. ACM SIGCSE Bull. 33(33), 49–52 (2001)CrossRef
16.
Murphy, L., Westbrook, S., Richards, B., Morrison, B.B., Fossum, T.: Women Catch Up: gender differences in learning programming concepts. ACM SIGCSE Bull. 38(1), 17–21 (2006)CrossRef
17.
Cohoon, J.M.: Recruiting and retaining women in undergraduate computing majors. ACM SIGCSE Bull. 34(2), 48–52 (2002)CrossRef
18.
Collazos, C., Guerrero, L., Pino, J., Ochoa, S.: Evaluating collaborative learning processes. Groupw. Des. Implement. Use 2440, 173–194 (2002)MATH
19.
González, C.S., Collazos, C.A., García, R.: Desafío en el diseño de MOOCs: incorporación de aspectos para la colaboración y la gamificación. RED. Rev. Educ. a Distancia (2016)
20.
Mata, F.J. et al.: Gender Gap in Computer Science Programs from Costa Rican Public Universities Are Women Really Becoming Extinct? (2012)
21.
Chetty, J., Westhuizen, D. Van der. “ I hate programming” and Other Oscillating Emotions Experienced by Novice Students Learning Computer Programming. In: EdMedia World Conference on Educational Media and Technology, pp. 1889–1894 (2013)
22.
23.
Linnenbrink-Garcia, L., Pekrun, R.: Students’ emotions and academic engagement: introduction to the special issue. Contemp. Educ. Psychol. 36, 1–3 (2011)CrossRef
24.
Pekrun, R., Goetz, T., Frenzel, A.C., Barchfeld, P., Perry, R.P.: Measuring emotions in students’ learning and performance: the Achievement Emotions Questionnaire (AEQ). Contemp. Educ. Psychol. 36, 36–48 (2011)CrossRef
25.
Robins, A., Rountree, J., Rountree, N.: Learning and teaching programming: a review and discussion. Comput. Sci. Educ. 13, 137–172 (2003)CrossRef
26.
Martin, C., Hughes, J., Richards, J.: Learning experiences in programming: The Motivating Effect of a Physical Interface. 1, 162–172 (2017)
27.
Linnenbrink, E.A.: Emotion research in education: theoretical and methodological perspectives on the integration of affect, motivation, and cognition. Educ. Psychol. Rev. 18, 307–314 (2006)CrossRef
28.
Good, J., Rimmer, J., Harris, E., Balaam, M.: Self-reporting emotional experiences in computing lab sessions: an emotional regulation perspective. In: Proceedings of the 23rd Annual Psychology Programming Interest Group Conference (2011)
29.
Davies, D., et al.: Creative learning environments in education-a systematic literature review. Think. Ski. Creat. 8, 80–91 (2013)CrossRef
30.
Rosas, S.: The Achievement Emotions Questionnaire-Argentine (AEQ-AR): internal and external validity, reliability, gender differences and norm-referenced interpretation of test scores development and adaptation of instruments to measure test anxiety has been con. Revista Evaluar 15(1), 41–74 (2015)
31.
Martin, C., Hughes, J., Richards, J.: Learning experiences in programming: The Motivating Effect of a Physical Interface 2002 (2017)
32.
Connolly, T.M., Boyle, E.A., MacArthur, E., Hainey, T., Boyle, J.M.: A systematic literature review of empirical evidence on computer games and serious games. Comput. Educ. 59, 661–686 (2012)CrossRef
33.
Talug, D.Y.: Lifelong learning through out today’s occasions namely social media and online games. Procedia - Soc. Behav. Sci. 46, 4431–4435 (2012)CrossRef
34.
D’Mello, S., Graesser, A.: Dynamics of affective states during complex learning. Learn. Instr. 22, 145–157 (2012)CrossRef
35.
Simões, J., Redondo, R.D., Vilas, A.F.: A social gamification framework for a K-6 learning platform. Comput. Human Behav. 29, 345–353 (2013)CrossRef
36.
Pekrun, R.: The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice. Educ. Psychol. Rev. 18, 315–341 (2006)CrossRef
37.
Lachmann, H., Ponzer, S., Johansson, U.-B., Benson, L., Karlgren, K.: Capturing students’ learning experiences and academic emotions at an interprofessional training ward. J. Interprof. Care 27, 137–145 (2013)CrossRef
38.
Daniels, L.M., et al.: Individual differences in achievement goals: a longitudinal study of cognitive, emotional, and achievement outcomes. Contemp. Educ. Psychol. 33, 584–608 (2008)CrossRef
39.
Pekrun, R., Goetz, T., Daniels, L.M., Stupnisky, R.H., Perry, R.P.: Boredom in achievement settings: exploring control-value antecedents and performance outcomes of a neglected emotion. J. Educ. Psychol. 102, 531–549 (2010)CrossRef
Metadaten
Titel
Academic Emotions in Programming Learning: Women’s Impact on the Software Sector
verfasst von
Beatriz Eugenia Grass
Mayela Coto
César Collazos
Copyright-Jahr
2019
Buch
Human-Computer Interaction

Print ISBN: 978-3-030-05269-0

Electronic ISBN: 978-3-030-05270-6

Copyright-Jahr: 2019

DOI
https://doi.org/10.1007/978-3-030-05270-6_2

Neuer Inhalt

    Bildnachweise