CS minor students’ engagement and affective experiences are associated with course performance

Background and context Debate on what factors constitute student engagement has persisted. It has been suggested that emotions be examined separately rather than as an engagement dimension. Emotion words have typically been examined one at a time (e.g. anxiety). A novel digital affect tracking instrument allows to select from a wide variety of words, pinpointing one’s emotions in orthogonal dimensions – valence (e.g. competent or insecure) and activation (e.g. bored or overwhelmed). The effect of the latter on outcomes is unclear. Further, the role of student engagement along with emotions in a CS course context is unknown.Objective Our research explored whether valence or activation of emotions or situational student engagement factors are associated with course performance, and, whether valence or activation are linked to student engagement.Method CS minor students made records with a digital affect tracking instrument during a CS course. Additionally, they completed a student engagement survey three times during the course, embedded in the online learning environment. Data on participants’ gender, age, and programming experience were surveyed, while course grades were retrieved from the course system. The data were analyzed using regression models.Findings Valence was positively associated with the course grade and the student engagement factors of Skills and Self-regulation strategies and Meaning. Among the engagement factors, Skills and Self-regulation strategies was the only one to show a significant association with the grade.Implications The course context was reflected in what situational engagement factors surfaced. Fostering positive valence and self-regulation in CS teaching is indicated.