{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,2]],"date-time":"2026-03-02T23:46:32Z","timestamp":1772495192132,"version":"3.50.1"},"reference-count":69,"publisher":"Association for Computing Machinery (ACM)","issue":"3","license":[{"start":{"date-parts":[[2023,6,20]],"date-time":"2023-06-20T00:00:00Z","timestamp":1687219200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.acm.org\/publications\/policies\/copyright_policy#Background"}],"funder":[{"name":"National Science Foundation","award":["DUE-1431874"],"award-info":[{"award-number":["DUE-1431874"]}]}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":["ACM Trans. Comput. Educ."],"published-print":{"date-parts":[[2023,9,30]]},"abstract":"<jats:p>\n            <jats:bold>Objectives<\/jats:bold>\n            . Although prior research has uncovered shifts in\n            <jats:bold>computer science (CS)<\/jats:bold>\n            students\u2019 implicit beliefs about the nature of their intelligence across time, little research has investigated the factors contributing to these changes. To address this gap, two studies were conducted in which the relationship between ineffective self-regulation of learning experiences and CS students\u2019 implicit intelligence beliefs at different times during the semester was assessed.\n          <\/jats:p>\n          <jats:p>\n            <jats:bold>Participants<\/jats:bold>\n            . Participants for Studies 1 (n = 536) and 2 (n = 222) were undergraduate students enrolled in introductory- and upper-level CS courses at a large, public, Midwestern university. Race-ethnicity information was not collected due to IRB concerns about possible secondary identification of participants from underrepresented groups.\n          <\/jats:p>\n          <jats:p>\n            <jats:bold>Study Method<\/jats:bold>\n            . Participants completed a condensed version of the Implicit Theories of Intelligence Scale [\n            <jats:xref ref-type=\"bibr\">16<\/jats:xref>\n            ,\n            <jats:xref ref-type=\"bibr\">54<\/jats:xref>\n            ] and the Lack of Regulation Scale from the Student Perceptions of Classroom Knowledge Building scale [\n            <jats:xref ref-type=\"bibr\">51<\/jats:xref>\n            ,\n            <jats:xref ref-type=\"bibr\">53<\/jats:xref>\n            ] at the beginning (Studies 1 and 2), middle (Study 2), and end (Studies 1 and 2) of semester-long undergraduate CS courses. Survey responses were analyzed using path analyses to investigate how students\u2019 lack of regulation experiences throughout the semester predicted their implicit intelligence beliefs at the beginning (Study 2) and end (Studies 1 and 2) of the semester.\n          <\/jats:p>\n          <jats:p>\n            <jats:bold>Findings<\/jats:bold>\n            . Results from Study 1 indicate that undergraduate CS students come to more strongly believe that their intelligence is a fixed, unchanging entity from the beginning until the end of the semester. Moreover, participants\u2019 responses to the lack of regulation scale were predictive of their implicit intelligence beliefs at the end of the semester. Results from Study 2 indicate that ineffective self-regulation experiences early in the semester enhance CS students\u2019 belief in the unchanging nature of intelligence (i.e., during the first half of the semester). Taken altogether, these findings provide evidence that self-regulation experiences influence students\u2019 beliefs about the malleability of intelligence.\n          <\/jats:p>\n          <jats:p>\n            <jats:bold>Conclusions<\/jats:bold>\n            . Findings align with Bandura's [\n            <jats:xref ref-type=\"bibr\">4<\/jats:xref>\n            ] contention that students\u2019 behaviors and experiences influence their values and beliefs. Students who experienced poor self-regulated learning came to view intelligence as more of a fixed, unalterable entity than their more successfully self-regulated peers. Findings suggest that CS instructors can positively affect student motivation and engagement by embedding self-regulated learning strategy instruction into their courses and helping CS students adopt an incremental-oriented (e.g., growth-oriented) belief system about their intellectual abilities.\n          <\/jats:p>","DOI":"10.1145\/3595187","type":"journal-article","created":{"date-parts":[[2023,5,3]],"date-time":"2023-05-03T12:12:35Z","timestamp":1683115955000},"page":"1-23","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":5,"title":["Relationship Between Implicit Intelligence Beliefs and Maladaptive Self-Regulation of Learning"],"prefix":"10.1145","volume":"23","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8480-211X","authenticated-orcid":false,"given":"Abraham E.","family":"Flanigan","sequence":"first","affiliation":[{"name":"Georgia Southern University"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5228-0687","authenticated-orcid":false,"given":"Markeya S.","family":"Peteranetz","sequence":"additional","affiliation":[{"name":"University of Nebraska-Lincoln"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9037-5815","authenticated-orcid":false,"given":"Duane F.","family":"Shell","sequence":"additional","affiliation":[{"name":"University of Nebraska-Lincoln"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6094-4666","authenticated-orcid":false,"given":"Leen-Kiat","family":"Soh","sequence":"additional","affiliation":[{"name":"University of Nebraska-Lincoln"}]}],"member":"320","published-online":{"date-parts":[[2023,6,20]]},"reference":[{"key":"e_1_3_1_2_2","doi-asserted-by":"publisher","DOI":"10.1080\/00461520903029006"},{"key":"e_1_3_1_3_2","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.96.3.523"},{"key":"e_1_3_1_4_2","doi-asserted-by":"publisher","DOI":"10.1007\/s11423-007-9067-0"},{"key":"e_1_3_1_5_2","volume-title":"Social Foundations of Thought and Action: A Social Cognitive Theory","author":"Bandura Albert","year":"1986","unstructured":"Albert Bandura. 1986. 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