{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,19]],"date-time":"2026-02-19T16:20:32Z","timestamp":1771518032572,"version":"3.50.1"},"reference-count":31,"publisher":"MDPI AG","issue":"12","license":[{"start":{"date-parts":[[2024,12,20]],"date-time":"2024-12-20T00:00:00Z","timestamp":1734652800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"National Ministry of Education, ROC","award":["PGE1122499"],"award-info":[{"award-number":["PGE1122499"]}]},{"name":"National Ministry of Education, ROC","award":["PGE107043"],"award-info":[{"award-number":["PGE107043"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Information"],"abstract":"<jats:p>This study examines the impact of issue-based teaching (IBT) on programming self-efficacy among non-Computer Science students. Grounded in social cognitive theory, the research investigates how IBT influences learning satisfaction and project success compared to traditional metrics. This study employed a mixed-methods approach, combining the quantitative analysis of student performance and self-efficacy measures with qualitative feedback from learning portfolios and project reports. The findings indicate that programming self-efficacy is a stronger predictor of learning satisfaction and project success than traditional performance metrics like grades. For novice programmers, IBT effectively enhances self-efficacy, positively influencing goal identification and performance. This cascade effect highlights the importance of fostering self-efficacy in programming education for non-technical students. Qualitative analysis reveals that IBT contributes to students\u2019 sense of achievement, motivation, and learning satisfaction, encouraging them to view programming as a practical problem-solving tool. This study concludes that IBT offers an effective approach to enhancing interdisciplinary and STEAM education, recommending that educators focus on building self-efficacy through issue-based, learner-centered approaches.<\/jats:p>","DOI":"10.3390\/info15120820","type":"journal-article","created":{"date-parts":[[2024,12,23]],"date-time":"2024-12-23T10:58:55Z","timestamp":1734951535000},"page":"820","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["A Novel Approach to Boosting Programming Self-Efficacy: Issue-Based Teaching for Non-CS Undergraduates in Interdisciplinary Education"],"prefix":"10.3390","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1092-5176","authenticated-orcid":false,"given":"Chih-Yi","family":"Tseng","sequence":"first","affiliation":[{"name":"College of Humanities and Social Sciences, Feng Chia University, Taichung 40724, Taiwan"}]},{"ORCID":"https:\/\/orcid.org\/0009-0006-1379-8092","authenticated-orcid":false,"given":"Tsang-Hsiang","family":"Cheng","sequence":"additional","affiliation":[{"name":"Department of Business Administration, Southern Taiwan University of Science and Technology, Tainan 71005, Taiwan"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7352-5148","authenticated-orcid":false,"given":"Chih-Hung","family":"Chang","sequence":"additional","affiliation":[{"name":"Department of Applied Mathematics, National University of Kaohsiung, Kaohsiung 81148, Taiwan"}]}],"member":"1968","published-online":{"date-parts":[[2024,12,20]]},"reference":[{"key":"ref_1","unstructured":"Evans, R.W., and Saxe, D.W. 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