Navigating through CS1: The Role of Self-Regulation and Supervision in Student Progress

TL;DR

This study explores how integrating self-regulation support with course supervision in CS1 impacts student progress, highlighting external influences, personal traits, and the importance of personalized, supportive pedagogies.

Contribution

It investigates the role of self-regulation in CS1 student success and emphasizes integrating support with supervision tailored to students' backgrounds and experiences.

Findings

Self-regulation influenced by external factors like labor market needs and personal traits.

Safety and trust in supervision are crucial for effective self-regulation.

Students often know their learning styles but struggle with self-regulation techniques.

Abstract

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.