skip to main content


Title: A Structural Equation Model Analysis of Computing Identity Sub-Constructs and Student Academic Persistence
This Research Full Paper presents the effects of computing identity sub-constructs on the persistence of computer science students. Computer science (CS) is one of the fastest growing disciplines in the world and an emerging critical field for all students to obtain vital skills to be successful in the 21st century. Despite the growing importance of computer science, many university and college programs suffer from low student persistence rates. Disciplinary identity is a theoretical framework that refers to how students see themselves with respect to a discipline and is related to long-term membership in a disciplinary community. The theory has been effectively applied in Science, Technology, Engineering, and Mathematics (STEM) to understand students' success and persistence. This study examines the effects of performance/competence, recognition, interest and sense of belonging on the academic persistence of computer science students. A survey of approximately 1,640 computing students as part of a National Science Foundation (NSF) funded project was developed and administered at three metropolitan public institutions. Confirmatory Factor Analysis (CFA) was performed to validate the sub-constructs of identity for use in a computing identity model. Then, a structural equation model (SEM) was constructed as a snapshot of the structural relationships for describing and quantifying the impact of the identity subconstructs on persistence. The results indicated that our model for CS aligns with prior research on disciplinary identity but also adds the importance of sense of belonging. In addition, the findings indicate that students' academic persistence is directly influenced by their interest. A better understanding of these factors may leverage insight into students’ academic persistence in computer science/engineering programs as well as a meaningful lens of analysis for further curriculum and extracurricular activities.  more » « less
Award ID(s):
1643965 1643835 1643931
NSF-PAR ID:
10195291
Author(s) / Creator(s):
; ; ; ; ; ; ; ;
Date Published:
Journal Name:
IEEE Frontiers in Education Conference (FIE) 2018
Volume:
1
Page Range / eLocation ID:
1 to 7
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. Despite the projected growth of computer and information technology occupations, many computing students fail to graduate. Studying students’ self-beliefs is one way to understand persistence in a school setting. This paper explores how students' disciplinary identity subconstructs including competence/performance, recognition, interest, and sense of belonging contribute to academic persistence. A survey of 1,640 students as part of an NSF grant was conducted at three South Florida metropolitan public universities. A quantitative analysis was performed which included a structural equation model (SEM) and a multigroup SEM. The study examined different groups of students such as male versus female, and freshman versus senior students. Results suggest identity sub-constructs contribute differently to academic persistence among freshman and senior students; however, no significant differences were found between male and female students. The findings, such as the significance of particular aspects of computing identity on academic persistence, can have implications for educators and college administration. 
    more » « less
  2. Despite the projected growth of computer and information technology occupations, many computing students fail to graduate. Studying students’ self-beliefs is one way to understand persistence in a school setting. This paper explores how students' disciplinary identity subconstructs including competence/performance, recognition, interest, and sense of belonging contribute to academic persistence. A survey of 1,640 students as part of an NSF grant was conducted at three South Florida metropolitan public universities. A quantitative analysis was performed which included a structural equation model (SEM) and a multigroup SEM. The study examined different groups of students such as male versus female, and freshman versus senior students. Results suggest identity sub-constructs contribute differently to academic persistence among freshman and senior students; however, no significant differences were found between male and female students. The findings, such as the significance of particular aspects of computing identity on academic persistence, can have implications for educators and college administration. 
    more » « less
  3. Despite the projected growth of computer and information technology occupations, many computing students fail to graduate. Studying students’ self-beliefs is one way to understand persistence in a school setting. This paper explores how students' disciplinary identity subconstructs including competence/performance, recognition, interest, and sense of belonging contribute to academic persistence. A survey of 1,640 students as part of an NSF grant was conducted at three South Florida metropolitan public universities. A quantitative analysis was performed which included a structural equation model (SEM) and a multigroup SEM. The study examined different groups of students such as male versus female, and freshman versus senior students. Results suggest identity sub-constructs contribute differently to academic persistence among freshman and senior students; however, no significant differences were found between male and female students. The findings, such as the significance of particular aspects of computing identity on academic persistence, can have implications for educators and college administration. 
    more » « less
  4. Effects of High Impact Educational Practices on Engineering and Computer Science Student Participation, Persistence, and Success at Land Grant Universities: Award# RIEF-1927218 – Year 2 Abstract Funded by the National Science Foundation (NSF), this project aims to investigate and identify associations (if any) that exist between student participation in High Impact Educational Practices (HIP) and their educational outcomes in undergraduate engineering and computer science (E/CS) programs. To understand the effects of HIP participation among E/CS students from groups historically underrepresented and underserved in E/CS, this study takes place within the rural, public university context at two western land grant institutions (one of which is an Hispanic-serving institution). Conceptualizing diversity broadly, this study considers gender, race and ethnicity, and first-generation, transfer, and nontraditional student status to be facets of identity that contribute to the diversity of academic programs and the technical workforce. This sequential, explanatory, mixed-methods study is guided by the following research questions: 1. To what extent do E/CS students participate in HIP? 2. What relationships (if any) exist between E/CS student participation in HIP and their educational outcomes (i.e., persistence in major, academic performance, and graduation)? 3. How do contextual factors (e.g., institutional, programmatic, personal, social, financial, etc.) affect E/CS student awareness of, interest in, and participation in HIP? During Project Year 1, a survey driven quantitative study was conducted. A survey informed by results of the National Survey of Student Engagement (NSSE) from each institution was developed and deployed. Survey respondents (N = 531) were students enrolled in undergraduate E/CS programs at either institution. Frequency distribution analyses were conducted to assess the respondents’ level of participation in extracurricular HIPs (i.e., global learning and study aboard, internships, learning communities, service and community-based learning, and undergraduate research) that have been shown in the literature to positively impact undergraduate student success. Further statistical analysis was conducted to understand the effects of HIP participation, coursework enjoyability, and confidence at completing a degree on the academic success of underrepresented and nontraditional E/CS students. Exploratory factor analysis was used to derive an "academic success" variable from five items that sought to measure how students persevere to attain academic goals. Results showed that a linear relationship in the target population exists and that the resultant multiple regression model is a good fit for the data. During the Project Year 2, survey results were used to develop focus group interview protocols and guide the purposive selection of focus group participants. Focus group interviews were conducted with a total of 27 undergraduates (12 males, 15 females, 16 engineering students, 11 computer science students) across both institutions via video conferencing (i.e., ZOOM) during the spring and fall 2021 semesters. Currently, verified focus group transcripts are being systematically analyzed and coded by a team of four trained coders to identify themes and answer the research questions. This paper will provide an overview of the preliminary themes so far identified. Future project activities during Project Year 3 will focus on refining themes identified during the focus group transcript analysis. Survey and focus group data will then be combined to develop deeper understandings of why and how E/CS students participate in the HIP at their university, taking into account the institutional and programmatic contexts at each institution. Ultimately, the project will develop and disseminate recommendations for improving diverse E/CS student awareness of, interest in, and participation in HIP, at similar land grant institutions nationally. 
    more » « less
  5. Understanding the underlying psychological constructs that affect undergraduate engineering students’ academic achievement and persistence can inform curricular and programmatic changes in engineering education, with the goal of increasing access and advancement in engineering for a diverse population of students. As part of a larger study examining student experiences in a civil engineering department undergoing curricular and cultural changes, this quantitative study investigated the relationship between goal orientation, agency, and time-oriented motivation, differences in this relationship across academic years, and potential influences from personality types. The larger project seeks to examine the motivation, identity, and sense of belonging for undergraduate civil engineering students; this paper seeks to construct a conceptual model explaining the interactive nature of some of these constructs. A previously tested and established survey that draws from multiple theories of motivation and other affective factors such as agency and identity, and that includes Big 5 personality constructs, was used to collect data from second, third-and fourth-year civil engineering students over a two-year period. Prior studies have focused on the instrument’s latent constructs with sense of belonging. However, no analysis has been conducted to examine how some of the constructs influence each other. Specific latent constructs of goal orientation, agency (students’ beliefs that their career in science or engineering can lead to positive effects on the world), FTP, and personality were selected for secondary data analysis based on theory presented in the literature about relationships between motivation, goal setting, agency, and student perceptions of their future. The sample size of respondents was 843; data cleaning and deletion of missing data (65cases; 7.7%) resulted in a final sample size of 778(92.3% of the original data). This included328 second year, 294 third year and 156 fourth year students. Statistical analyses and modeling included bivariate correlational analysis, MANOVA and MANCOVA. Results indicated significant correlation between goal orientation, agency, and time-oriented motivation. Furthermore, differences in these constructs between academic years and personality type influenced the relationship. FTP differed between sophomores and seniors, with seniors having higher scores, suggesting motivation increases as time in the program increases. Personality significantly influenced these relationships in different ways but had the strongest effect on agency. The findings that certain types of people are not only motivated to go into civil engineering but believe their major will make a difference in the world, have implications for educational practice. Results align with current literature but also shed light onto the effects of personality on time-oriented motivation and agency, expanding theory in engineering education. Further research is needed to determine if the effects of personality hold true for other engineering and science majors. 
    more » « less