A Gap Analysis of Noncognitive Constructs in Evaluation Instruments Designed for Computing Education

Authors: Monica M. McGill, Adrienne Decker, Tom Mcklin, Kathy Haynie


A growing body of evidence indicates that there is a deep effect of noncognitive factors on academic achievement and learning. In this study, we analyzed a set of 31 evaluation instruments designed to measure noncognitive constructs (e.g., self-efficacy, confidence, motivation) within computing education. Using the Lee and Shute framework, we assigned each of the 115 unique constructs found in the instruments into one of the four components (Student Engagement , Learning Strategies, School Climate, Social-familial Influences) and their subcomponents to determine which constructs are most frequently measured. We found that the majority of constructs were designed to measure Student Engagement (Affect and Cogni-tion) and School Climate (Teacher Variables). Constructs measuring Learning Strategies and Social-Familial Influences (e.g., homework strategies, peer influences) occur the least. This study may enable further discussions of what noncognitive factors are/are not currently being measured within the computing education community.

McGill, Monica & Decker, Adrienne & Mcklin, Tom & Haynie, Kathy. (2019). A Gap Analysis of Noncognitive Constructs in Evaluation Instruments Designed for Computing Education. 10.1145/3287324.3287362.

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