{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,6]],"date-time":"2026-07-06T11:27:01Z","timestamp":1783337221263,"version":"3.54.6"},"reference-count":47,"publisher":"Elsevier BV","issue":"1","license":[{"start":{"date-parts":[[2017,3,1]],"date-time":"2017-03-01T00:00:00Z","timestamp":1488326400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.elsevier.com\/tdm\/userlicense\/1.0\/"},{"start":{"date-parts":[[2017,3,1]],"date-time":"2017-03-01T00:00:00Z","timestamp":1488326400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.elsevier.com\/legal\/tdmrep-license"},{"start":{"date-parts":[[2026,4,28]],"date-time":"2026-04-28T00:00:00Z","timestamp":1777334400000},"content-version":"vor","delay-in-days":3345,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"funder":[{"DOI":"10.13039\/100000001","name":"National Science Foundation","doi-asserted-by":"publisher","award":["IIS-1409639"],"award-info":[{"award-number":["IIS-1409639"]}],"id":[{"id":"10.13039\/100000001","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100000001","name":"National Science Foundation","doi-asserted-by":"publisher","award":["CNS-1453520"],"award-info":[{"award-number":["CNS-1453520"]}],"id":[{"id":"10.13039\/100000001","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["elsevier.com","sciencedirect.com"],"crossmark-restriction":true},"short-container-title":["International Journal of Artificial Intelligence in Education"],"published-print":{"date-parts":[[2017,3]]},"DOI":"10.1007\/s40593-015-0091-7","type":"journal-article","created":{"date-parts":[[2016,2,16]],"date-time":"2016-02-16T16:09:14Z","timestamp":1455638954000},"page":"130-153","update-policy":"https:\/\/doi.org\/10.1016\/elsevier_cm_policy","source":"Crossref","is-referenced-by-count":27,"title":["Do You Think You Can? The Influence of Student Self-Efficacy on the Effectiveness of Tutorial Dialogue for Computer Science"],"prefix":"10.1016","volume":"27","author":[{"given":"Joseph B.","family":"Wiggins","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Joseph F.","family":"Grafsgaard","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kristy Elizabeth","family":"Boyer","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Eric N.","family":"Wiebe","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"James C.","family":"Lester","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"78","reference":[{"key":"10.1007\/s40593-015-0091-7_bib1","unstructured":"Anderson-Rowland, M. R., Bernstein, B. L., & Russo, N. F. (2007). The doctoral program in engineering and computer science: is it the same for women and men?. Proceedings of the Women in Engineering Programs and Advocates Network 2007 Annual Conference."},{"issue":"2","key":"10.1007\/s40593-015-0091-7_bib2","doi-asserted-by":"crossref","first-page":"191","DOI":"10.1037\/0033-295X.84.2.191","article-title":"Self-efficacy: toward a unifying theory of behavioral change","volume":"84","author":"Bandura","year":"1977","journal-title":"Psychological Review"},{"issue":"1","key":"10.1007\/s40593-015-0091-7_bib3","doi-asserted-by":"crossref","first-page":"99","DOI":"10.1007\/s11409-014-9127-x","article-title":"Examining self-efficacy during learning: variability and relations to behavior, performance, and learning","volume":"10","author":"Bernacki","year":"2015","journal-title":"Metacognition and Learning"},{"issue":"6","key":"10.1007\/s40593-015-0091-7_bib4","doi-asserted-by":"crossref","first-page":"4","DOI":"10.3102\/0013189X013006004","article-title":"The 2 Sigma problem: the search for methods of group instruction as effective as one-to-one tutoring","volume":"13","author":"Bloom","year":"1984","journal-title":"Educational Researcher"},{"key":"10.1007\/s40593-015-0091-7_bib5","unstructured":"Boyer, K. E., Vouk, M. A., & Lester, J. C. (2007). The influence of learner characteristics on task-oriented tutorial dialogue. Proceedings of the 13th International Conference on Artificial Intelligence in Education (AIED), 365\u2013372."},{"key":"10.1007\/s40593-015-0091-7_bib6","doi-asserted-by":"crossref","unstructured":"Boyer, K. E., Phillips, R., Wallis, M., Vouk, M., & Lester, J. (2008). Balancing cognitive and motivationalscaffolding in tutorial dialogue. Proceedings of the International Conference on Intelligent Tutoring Systems, 239\u2013249.","DOI":"10.1007\/978-3-540-69132-7_28"},{"key":"10.1007\/s40593-015-0091-7_bib7","doi-asserted-by":"crossref","unstructured":"Boyer, K. E., Phillips, R., Ha, E. Y., Wallis, M. D., Vouk, M. A., Lester, J. C.et al. (2009). Modeling dialogue structure with adjacency pair analysis and hidden markov models. In the Proceedings of the Conference of the North American Capture of the Association for Computational Linguistics and Human Language Technology (NAACL HLT), 49\u201352.","DOI":"10.3115\/1620853.1620869"},{"issue":"1","key":"10.1007\/s40593-015-0091-7_bib8","doi-asserted-by":"crossref","first-page":"62","DOI":"10.1177\/109442810141004","article-title":"Validation of a new general self-efficacy scale","volume":"4","author":"Chen","year":"2001","journal-title":"Organizational Research Methods"},{"key":"10.1007\/s40593-015-0091-7_bib9","unstructured":"Chen, L., Di Eugenio, B., Fossati, D., Ohlsson, S. & Cosejo, D. (2011). Exploring effective dialogue act sequences in one-on-one computer science tutoring dialogues. Proceedings of the Sixth Workshop on Innovative Use of NLP for Building Educational Applications, 65\u201375."},{"issue":"4","key":"10.1007\/s40593-015-0091-7_bib10","doi-asserted-by":"crossref","first-page":"471","DOI":"10.1207\/s15516709cog2504_1","article-title":"Learning from human tutoring","volume":"25","author":"Chi","year":"2001","journal-title":"Cognitive Science"},{"key":"10.1007\/s40593-015-0091-7_bib11","doi-asserted-by":"crossref","unstructured":"Chi. M., VanLehn, K. & Litman, D. (2010). Do micro-level tutorial decisions matter: applying reinforcement learning to induce pedagogical tutorial tactics. Proceedings of the International Conference on Intelligent Tutoring Systems, 224\u2013234.","DOI":"10.1007\/978-3-642-13388-6_27"},{"key":"10.1007\/s40593-015-0091-7_bib12","unstructured":"Croy, M., Barnes, T., & Stamper, J. (2007). Towards an intelligent tutoring system for propositional proof construction. In Brey, P., Briggie, A., Waelbers, K. (eds.) European computing and philosophy conference, 145\u2013155."},{"key":"10.1007\/s40593-015-0091-7_bib13","unstructured":"D\u2019Mello, S. K., Williams, C., Hays, P., & Olney, A. (2009). Individual differences as predictors of learning and engagement. Proceedings of the Annual Meeting of the Cognitive Science, 308\u2013313."},{"key":"10.1007\/s40593-015-0091-7_bib14","doi-asserted-by":"crossref","first-page":"153","DOI":"10.1016\/j.learninstruc.2012.05.003","article-title":"Confusion can be beneficial for learning","volume":"29","author":"D\u2019Mello","year":"2014","journal-title":"Learning and Instruction"},{"key":"10.1007\/s40593-015-0091-7_bib15","doi-asserted-by":"crossref","unstructured":"DiSalvo, B., Yardi, S., Guzdial, M., McKlin, T., Meadows, C., Perry, K., et al. (2011). African American men constructing computing identity. Proceedings of the 2011 annual conference on Human factors in computing systems - CHI, 2967\u20132970.","DOI":"10.1145\/1978942.1979381"},{"issue":"3","key":"10.1007\/s40593-015-0091-7_bib16","doi-asserted-by":"crossref","first-page":"197","DOI":"10.3233\/JAI-2010-0007","article-title":"Towards systems that care: a conceptual framework based on motivation, metacognition and affect","volume":"20","author":"du Boulay","year":"2010","journal-title":"International Journal of Artificial Intelligence in Education"},{"key":"10.1007\/s40593-015-0091-7_bib17","doi-asserted-by":"crossref","unstructured":"Dweck, C.S. (2002). The development of ability conceptions. In A. Wigfield & J.S. Eccles (Eds.), Development of achievement motivation: a volume in the educational psychology series, 57\u201388. Academic Press.","DOI":"10.1016\/B978-012750053-9\/50005-X"},{"key":"10.1007\/s40593-015-0091-7_bib18","doi-asserted-by":"crossref","unstructured":"Dzikovska, M., Steinhauser, N., Moore, J.D., Campbell, G.E., Harrison, K.M. & Taylor, L.S. et al. (2010). Content, social, and metacognitive statements: an empirical study comparing human-human and human-computer tutorial dialogue. Proceedings of the European Conference on Technology Enhanced Learning, 93\u2013108.","DOI":"10.1007\/978-3-642-16020-2_7"},{"issue":"1","key":"10.1007\/s40593-015-0091-7_bib19","first-page":"51","article-title":"Understanding student language: an unsupervised dialogue act classification approach","volume":"7","author":"Ezen-Can","year":"2015","journal-title":"International Journal of Educational Data Mining (JEDM)"},{"key":"10.1007\/s40593-015-0091-7_bib20","doi-asserted-by":"crossref","unstructured":"Forbes-Riley, K., & Litman, D. (2005). Using bigrams to identify relationships between student certainness states and tutor responses in a spoken dialogue corpus. Proceedings of the 6thSIGdial Workshop on Discourse and Dialogue.","DOI":"10.18653\/v1\/2005.sigdial-1.10"},{"key":"10.1007\/s40593-015-0091-7_bib21","doi-asserted-by":"crossref","unstructured":"Fossati, D., Di Eugenio, B., Ohlsson, S., Brown, C. W., Chen, L., & Cosejo, D. G. et al. (2009). I learn from you, you learn from me: How to make iList learn from students. Proceedings of the 14thInternational Conference on Artificial Intelligence in Education (AIED), 491\u2013498.","DOI":"10.3233\/978-1-60750-028-5-491"},{"key":"10.1007\/s40593-015-0091-7_bib22","doi-asserted-by":"crossref","unstructured":"Gerdes, A., Jeuring, J., & Heeren, B. (2012). An interactive functional programming tutor. Proceedings of the 17thACM annual congerence on Innovation and technology in computer science education, 250\u2013255.","DOI":"10.1145\/2325296.2325356"},{"issue":"1","key":"10.1007\/s40593-015-0091-7_bib23","doi-asserted-by":"crossref","first-page":"35","DOI":"10.1016\/S1389-0417(99)00005-4","article-title":"AutoTutor: a simulation of a human tutor","volume":"1","author":"Graesser","year":"1999","journal-title":"Cognitive Systems Research"},{"key":"10.1007\/s40593-015-0091-7_bib24","doi-asserted-by":"crossref","unstructured":"Grafsgaard, J., Wiggins, J., Boyer, K., Wiebe, E., & Lester, J. (2013). Embodied affect in tutorial dialogue: student gesture and posture. Proceedings of the 16th International Conference on Artificial Intelligence in Education, 1\u201310.","DOI":"10.1007\/978-3-642-39112-5_1"},{"key":"10.1007\/s40593-015-0091-7_bib25","doi-asserted-by":"crossref","unstructured":"Grafsgaard, J., Lee, S., Mott, B., Boyer, K., & Lester, J. (2015) Modeling self-efficacy across age groups with automatically tracked facial expressions. Proceedings of the International Conference on Artificial Intelligence in Education, 582\u2013585.","DOI":"10.1007\/978-3-319-19773-9_67"},{"key":"10.1007\/s40593-015-0091-7_bib26","doi-asserted-by":"crossref","unstructured":"Hardy, M., Wiebe, E., Grafsgaard, J., Boyer, K. E., & Lester, J. (2013). Physiological responses to events during training: use of skin conductance to inform future adaptive learning systems. Proceedings of the International Conference on Affective Computing and Intelligent Interaction (ACII), 2101\u20132105.","DOI":"10.1177\/1541931213571468"},{"key":"10.1007\/s40593-015-0091-7_bib27","doi-asserted-by":"crossref","unstructured":"Hart, S.G. & Staveland, L.E. (1988). Development of NASA-TLX (Task Load Index): Results of empirical and theorectical research. human mental workload. P.A. Hancock and N. Meshkati, eds. Elsevier Science, 139\u2013183.","DOI":"10.1016\/S0166-4115(08)62386-9"},{"key":"10.1007\/s40593-015-0091-7_bib28","doi-asserted-by":"crossref","unstructured":"Howley, I., Adamson, D., Dyke, G., Mayfield, E., Beuth, J., & Rose, C. et al. (2012). Group composition and intelligent dialogue tutors for impacting students\u2019 academic self-efficacy. Intelligent Tutoring Systems, 551\u2013556.","DOI":"10.1007\/978-3-642-30950-2_71"},{"issue":"3","key":"10.1007\/s40593-015-0091-7_bib29","first-page":"14","article-title":"No girls allowed!","volume":"3","author":"Koch","year":"1994","journal-title":"TECHNOS"},{"key":"10.1007\/s40593-015-0091-7_bib30","doi-asserted-by":"crossref","first-page":"474","DOI":"10.1080\/08993400500224286","article-title":"Teaching the tacit knowledge of programming to novices with natural language tutoring","volume":"15","author":"Lane","year":"2005","journal-title":"Computer Science Education"},{"key":"10.1007\/s40593-015-0091-7_bib31","doi-asserted-by":"crossref","unstructured":"Lane, H. C., Cahill, C., Foutz, S., Auerbach, D., Noren, D., Lussenhop, C., et al. (2013). The effects of a pedagogical agent for informal science education on learner behaviors and self-efficacy. In Artificial Intelligence in Education, 309\u2013318.","DOI":"10.1007\/978-3-642-39112-5_32"},{"key":"10.1007\/s40593-015-0091-7_bib32","unstructured":"Lepper, M.R., Woolverton, M., Mumme, D.L. & Gurtner, J.L. (1993). Motivational techniques of expert human tutors: lessons for the design of computer-based tutors. Computers as Cognitive Tools, 75\u2013105."},{"key":"10.1007\/s40593-015-0091-7_bib33","doi-asserted-by":"crossref","unstructured":"Litman, D., Moore, J.D., Dzikovska, M. & Farrow, E. (2009). Using natural language processing to analyze tutorial dialogue corpora across domains and modalities. Proceedings of the 14thInternational Conference on Artificial Intelligence in Education, 149\u2013156.","DOI":"10.3233\/978-1-60750-028-5-149"},{"issue":"1","key":"10.1007\/s40593-015-0091-7_bib34","doi-asserted-by":"crossref","first-page":"87","DOI":"10.1119\/1.2372468","article-title":"Normalized change","volume":"75","author":"Marx","year":"2007","journal-title":"American Journal of Physics"},{"issue":"4","key":"10.1007\/s40593-015-0091-7_bib35","doi-asserted-by":"crossref","first-page":"381","DOI":"10.1207\/s15327051hci0504_2","article-title":"Effective feedback content for tutoring complex skills","volume":"5","author":"McKendree","year":"1990","journal-title":"Human-Computer Interaction"},{"issue":"4","key":"10.1007\/s40593-015-0091-7_bib36","doi-asserted-by":"crossref","first-page":"382","DOI":"10.1504\/IJLT.2013.059132","article-title":"Learner characteristics and dialogue: recognizing effective and student-adaptive tutorial strategies","volume":"8","author":"Mitchell","year":"2013","journal-title":"International Journal of Learning Technology (IJLT)"},{"key":"10.1007\/s40593-015-0091-7_bib37","first-page":"7","article-title":"Designing and evaluating tutoring feedback strategies for digital learning environments on the basis of the interactive tutoring feedback model","volume":"23","author":"Narciss","year":"2013","journal-title":"Digital Education Review"},{"issue":"3","key":"10.1007\/s40593-015-0091-7_bib38","doi-asserted-by":"crossref","first-page":"531","DOI":"10.1037\/a0019243","article-title":"Boredom in achievement settings: exploring control-value antecedents and performance outcomes of a neglected emotion","volume":"102","author":"Pekrun","year":"2010","journal-title":"Journal of Educational Psychology"},{"key":"10.1007\/s40593-015-0091-7_bib39","doi-asserted-by":"crossref","unstructured":"Rivers, K., & Koedinger, K. (2012). A canonicalizing model for building programming tutors. Proceedings of the International Conference on Intelligent tutoring systems, 591\u2013593.","DOI":"10.1007\/978-3-642-30950-2_80"},{"key":"10.1007\/s40593-015-0091-7_bib40","first-page":"22","article-title":"Gender equity: still knocking at the classroom door","volume":"56","author":"Sadker","year":"1999","journal-title":"Educational Leadership"},{"issue":"1","key":"10.1007\/s40593-015-0091-7_bib41","doi-asserted-by":"crossref","first-page":"13","DOI":"10.1007\/s00265-010-1037-6","article-title":"A brief guide to model selection, multimodel inference and model averaging in behavioral ecology using Akaike\u2019s information criterion","volume":"65","author":"Symonds","year":"2010","journal-title":"Behavioral Ecology and Sociobiology"},{"key":"10.1007\/s40593-015-0091-7_bib42","doi-asserted-by":"crossref","unstructured":"Vail, A. K., Boyer, K. E., Wiebe, E. N., & Lester, J. C. (2015). The Mars and Venus effect: the influence of user gender on the effectiveness of adaptive task support. The 23rdConference on User Modelling, Adaptation and Personalization, 265\u2013276.","DOI":"10.1007\/978-3-319-20267-9_22"},{"issue":"4","key":"10.1007\/s40593-015-0091-7_bib43","doi-asserted-by":"crossref","first-page":"197","DOI":"10.1080\/00461520.2011.611369","article-title":"The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems","volume":"46","author":"VanLehn","year":"2011","journal-title":"Educational Psychologist"},{"issue":"1","key":"10.1007\/s40593-015-0091-7_bib44","doi-asserted-by":"crossref","first-page":"3","DOI":"10.1080\/03640210709336984","article-title":"When are tutorial dialogues more effective than reading?","volume":"31","author":"VanLehn","year":"2007","journal-title":"Cognitive Science"},{"key":"10.1007\/s40593-015-0091-7_bib45","doi-asserted-by":"crossref","first-page":"1589","DOI":"10.1016\/j.compedu.2008.03.004","article-title":"The role of feedback and self-efficacy on Web-based learning: the social cognitive perspective","volume":"51","author":"Wang","year":"2008","journal-title":"Computers & Education"},{"key":"10.1007\/s40593-015-0091-7_bib46","series-title":"Computer science attitude survey. (Report No.: NCSU CSC TR-2003-1)","author":"Wiebe","year":"2003"},{"issue":"4","key":"10.1007\/s40593-015-0091-7_bib47","doi-asserted-by":"crossref","first-page":"360","DOI":"10.1109\/TSE.2003.1191799","article-title":"Transformation-based diagnosis of student programs for programming tutoring systems","volume":"29","author":"Xu","year":"2003","journal-title":"Software Engineering, IEEE Transactions on"}],"container-title":["International Journal of Artificial Intelligence in Education"],"original-title":[],"language":"en","link":[{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1007\/s40593-015-0091-7.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"http:\/\/link.springer.com\/article\/10.1007\/s40593-015-0091-7\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/api.elsevier.com\/content\/article\/PII:S156042922600452X?httpAccept=text\/xml","content-type":"text\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/api.elsevier.com\/content\/article\/PII:S156042922600452X?httpAccept=text\/plain","content-type":"text\/plain","content-version":"vor","intended-application":"text-mining"},{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1007\/s40593-015-0091-7","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"},{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1007\/s40593-015-0091-7.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,18]],"date-time":"2026-05-18T06:11:46Z","timestamp":1779084706000},"score":1,"resource":{"primary":{"URL":"https:\/\/linkinghub.elsevier.com\/retrieve\/pii\/S156042922600452X"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2017,3]]},"references-count":47,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2017,3]]}},"alternative-id":["S156042922600452X"],"URL":"https:\/\/doi.org\/10.1007\/s40593-015-0091-7","relation":{},"ISSN":["1560-4292"],"issn-type":[{"value":"1560-4292","type":"print"}],"subject":[],"published":{"date-parts":[[2017,3]]},"assertion":[{"value":"Elsevier","name":"publisher","label":"This article is maintained by"},{"value":"Do You Think You Can? The Influence of Student Self-Efficacy on the Effectiveness of Tutorial Dialogue for Computer Science","name":"articletitle","label":"Article Title"},{"value":"International Journal of Artificial Intelligence in Education","name":"journaltitle","label":"Journal Title"},{"value":"https:\/\/doi.org\/10.1007\/s40593-015-0091-7","name":"articlelink","label":"CrossRef DOI link to publisher maintained version"},{"value":"article","name":"content_type","label":"Content Type"},{"value":"Copyright \u00a9 2016 International Artificial Intelligence in Education Society. Published by Elsevier Ltd","name":"copyright","label":"Copyright"}]}}