Authors: Susan Fisk, Tara Hudson, Emily Dobar, Cynthia Hunt, Courtney Dress, Bita Akram, Thomas Price, Lina Battestilli, Tiffany Barnes

Abstract

Background and context: Self-assessments of ability shape career choices, yet they are frequently inaccurate reflections of actual performance. Miscalibrated self-assessments of ability may there-fore reduce the persistence of high-achieving students who could be successful in computing careers, undermining efforts to increase numbers of computing graduates and professionals.
Objective: Correcting inaccurate self-assessments of ability may be a lightweight and scalable way of enhancing interest in computing careers. To test this possibility, we conduct a longitudinal field experience to evaluate the effects of our self-assessment interven-tion (consisting of two automated emails from instructors to high- achieving students, providing contextualized information about their course performance) on students’ persistence in computing courses.
Method: We randomly assigned students (N = 746) in four intro-ductory undergraduate computing courses to either the control or intervention condition. We compared both groups’ survey responses to attitudinal items, TA applications, and course enroll-ments to determine whether the intervention increases persistence in computing. We also draw upon data from interviews with stu-dents who received the intervention (N = 59).
Findings: We find robust evidence for the efficacy of our self- assessment intervention on computing persistence and students’ intentions to pursue computing careers. Mediation analyses reveal that the self-assessment intervention was effective because it improved students’ self-assessments of ability. Interview data pro-vide further evidence, from students’ perspectives, of the effective-ness of the intervention.
Implications: Our self-assessment intervention is lightweight, easy to implement, and scalable, so it could easily be adapted in com-puting classrooms to encourage more high-achieving students to pursue courses and careers in computing.

Citation:
Fisk, Susan & Hudson, Tara & Dobar, Emily & Hunt, Cynthia & Dress, Courtney & Akram, Bita & Price, Thomas & Battestilli, Lina & Barnes, Tiffany. (2025). Can two emails improve students’ persistence in computing? Evaluating the effects of a lightweight, scalable self-assessment intervention on career-relevant attitudes and behaviors. Computer Science Education. 36. 572-602. 10.1080/08993408.2025.2551460.