El efecto de la autoeficacia y el trabajo colaborativo en estudiantes novatos de programación
DOI:
https://doi.org/10.33064/iycuaa2018741760Palabras clave:
programación, motivación, metacognición, autoeficacia, aprendizaje colaborativo.Resumen
El aprendizaje de la programación es complicado para alumnos que inician una carrera relacionada con las tecnologías de información. Se han identificado factores significativos como la experiencia previa, los modelos mentales incorrectos y la habilidad para las matemáticas, entre otros. También se ha identificado una relación estrecha entre el desempeño académico y los procesos cognitivos, metacognitivos y motivacionales. En este estudio se intentó identificar las variables motivacionales y metacognitivas que influyen en los estudiantes universitarios que inician el aprendizaje de la programación. Se utilizó el instrumento MSLQ para recolectar información de una muestra aleatoria de 110 alumnos cursando programación introductoria en la UAA.
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