Factors affecting the success of non-majors in learning to program
Proceedings of the first international workshop on Computing education research
Examining the role of self-regulated learning on introductory programming performance
Proceedings of the first international workshop on Computing education research
Successful students' strategies for getting unstuck
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Through the eyes of instructors: a phenomenographic investigation of student success
Proceedings of the third international workshop on Computing education research
Dangers of a fixed mindset: implications of self-theories research for computer science education
Proceedings of the 13th annual conference on Innovation and technology in computer science education
Saying isn't necessarily believing: influencing self-theories in computing
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
Study habits of CS1 students: what do they do outside the classroom?
Proceedings of the Twelfth Australasian Conference on Computing Education - Volume 103
Proceedings of the 42nd ACM technical symposium on Computer science education
ITiCSE 2010 working group report motivating our top students
Proceedings of the 2010 ITiCSE working group reports
Student discussion forums: what is in it for them?
Computer Science Education Research Conference
A student perspective on prior experience in CS1
Proceeding of the 44th ACM technical symposium on Computer science education
Proceedings of the 13th Koli Calling International Conference on Computing Education Research
Computing in the arts: a model curriculum
Proceedings of the 45th ACM technical symposium on Computer science education
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We collected advice on how to succeed at learning to program from 164 CS1 students at 3 institutions during a "saying is believing" intervention designed to encourage a growth mindset. More students gave general advice (63%) than programming-specific (23%) or attitudinal advice (34%), despite being prompted to encourage future students to develop a growth mindset toward programming. Advice categories and quotes offer educators insights into student beliefs and practices and suggest a framework for considering how best to advise students. We discuss the implications of students offering advice to other students and provide a handout of representative advice intended for distribution to students in introductory programming courses.