Navigating through CS1: The Role of Self-Regulation and Supervision in Student Progress
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arXiv
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| Format: | Preprint |
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2025
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| _version_ | 1866916795963670528 |
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| author | Isomöttönen, Ville Zhidkikh, Denis |
| author_facet | Isomöttönen, Ville Zhidkikh, Denis |
| contents | The need for students' self-regulation for fluent transitioning to university studies is known. Our aim was to integrate study-supportive activities with course supervision activities within CS1. We educated TAs to pay attention to students' study ability and self-regulation. An interview study ($N=14$) was undertaken to investigate this approach. A thematic analysis yielded rather mixed results in light of our aims. Self-regulation was underpinned by the influences external to our setting, including labor market-related needs, earlier crises in study habits, and personal characteristics such as passion, grit, creativity, and valuation of utility. Safety in one-to-one supervision was considered essential, while shyness, fear, and even altruism caused self-handicapping during the course. Students were aware of their learning styles and need for self-regulation, while did not always know how to self-regulate or preferred to externalize it. The results highlight that supporting self-regulation should be integrated with students' personal histories and experiences, and thereby calls attention to transformative learning pedagogies. The thematization can help to understand CS1 students' self-regulation processes and improve CS1 support practices. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2506_13461 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Navigating through CS1: The Role of Self-Regulation and Supervision in Student Progress Isomöttönen, Ville Zhidkikh, Denis Computers and Society K.3.2 The need for students' self-regulation for fluent transitioning to university studies is known. Our aim was to integrate study-supportive activities with course supervision activities within CS1. We educated TAs to pay attention to students' study ability and self-regulation. An interview study ($N=14$) was undertaken to investigate this approach. A thematic analysis yielded rather mixed results in light of our aims. Self-regulation was underpinned by the influences external to our setting, including labor market-related needs, earlier crises in study habits, and personal characteristics such as passion, grit, creativity, and valuation of utility. Safety in one-to-one supervision was considered essential, while shyness, fear, and even altruism caused self-handicapping during the course. Students were aware of their learning styles and need for self-regulation, while did not always know how to self-regulate or preferred to externalize it. The results highlight that supporting self-regulation should be integrated with students' personal histories and experiences, and thereby calls attention to transformative learning pedagogies. The thematization can help to understand CS1 students' self-regulation processes and improve CS1 support practices. |
| title | Navigating through CS1: The Role of Self-Regulation and Supervision in Student Progress |
| topic | Computers and Society K.3.2 |
| url | https://arxiv.org/abs/2506.13461 |