Directed abstraction during initial skill learning promotes performance and lasting self-concept change.
Learning a new skill is often characterized by discouraging setbacks. We administered a directed abstraction writing exercise to encourage participants struggling to learn a programming language (over three weekly sessions) to generalize broadly from their successes. This intervention produced benef...
| Publicado en: | Self & Identity Vol. 19; no. 8; pp. 887 - 907 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Dec2020
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=146791047&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 146791047 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 15298868 CB6 jtl: Self & Identity issn: 15298868 maglogo: N pubinfo: dt: Dec2020 vid: 19 iid: 8 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 146791047 10.1080/15298868.2019.1698453 ppf: 887 ppct: 20 formats: tig: atl: Directed abstraction during initial skill learning promotes performance and lasting self-concept change. aug: au: Zunick, Peter V. Fazio, Russell H. affil: Department of Psychology, Centenary College of Louisiana, Shreveport, USA Department of Psychology, The Ohio State University, Columbus, USA su: Ability Motivation (Psychology) Computer programming Programming languages Concept learning sug: subj: Ability Motivation (Psychology) Computer systems design and related services (except video game design and development) Other Computer Related Services Custom Computer Programming Services Software Publishers Software publishers (except video game publishers) Computer programming Programming languages Concept learning keyword: learning motivation performance Self-concept learning motivation performance Self-concept ab: Learning a new skill is often characterized by discouraging setbacks. We administered a directed abstraction writing exercise to encourage participants struggling to learn a programming language (over three weekly sessions) to generalize broadly from their successes. This intervention produced benefits for certain subsets of participants, including those who initially struggled to learn, believed their abilities were changeable, and had negative initial self-concepts regarding computers and programming. The benefits of directed abstraction included more positive self-concepts, motivation, and even performance one month following the final learning session. These results expand on past findings, showing benefits of directed abstraction over time and in a realistic learning setting, while further exploring for whom directed abstraction has the greatest benefits. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|