Contributing to success in an introductory computer science course: a study of twelve factors
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Self-efficacy and mental models in learning to program
Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education
Estimating the Numbers of End Users and End User Programmers
VLHCC '05 Proceedings of the 2005 IEEE Symposium on Visual Languages and Human-Centric Computing
Tinkering and gender in end-user programmers' debugging
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Design planning by end-user web developers
Journal of Visual Languages and Computing
No Code Required: Giving Users Tools to Transform the Web
No Code Required: Giving Users Tools to Transform the Web
Modelling programming performance: Beyond the influence of learner characteristics
Computers & Education
ACM Transactions on Computing Education (TOCE)
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Multiple factors combine to affect end users' success in learning to program. The goal of this research is to empirically investigate several factors that may predict learning to program in an introductory programming course for end users. The findings showed that software self-efficacy, programming self-efficacy, and computer playfulness were not direct predictors of successful programming; however, together they influenced computer interest, which in turn affected performance. The contribution of this paper is a model of the joint effects of a set of factors for end-user success in learning to program in a formal course setting.