This full research paper investigates how engineering students' course-related beliefs relate to exam performance in a flipped introductory programming course. Understanding factors that influence student learning and performance has long been a focus of computing education research. While prior studies have identified psychological and contextually relevant predictors of success, much of this work has examined students majoring in computer science. Yet introductory programming courses now serve many students from other disciplines, whose beliefs and motivations may differ. To examine these relationships in an engineering-focused CS1 context, we analyze survey and exam data from 602 students. An exploratory factor analysis identified three latent factors: self-efficacy, attitudes toward learning, and perceived programming difficulty. Self-efficacy was positively associated with exam performance, while perceived difficulty was negatively associated. Differences in reported beliefs were also observed across demographic groups, even when performance outcomes were similar. These findings align with and extend prior research, highlighting the role of self-efficacy in achievement and persistence in computing education.

翻译：本研究论文全面探讨了在翻转课堂形式的编程入门课程中，工科学生的课程相关信念与其考试成绩之间的关联。理解影响学生学习与表现的因素历来是计算机教育研究的焦点。尽管已有研究确定了与心理和情境相关的成功预测因素，但这些研究大多针对计算机科学专业的学生。然而，如今编程入门课程服务于众多来自其他学科的学生，他们的信念与动机可能有所不同。为探究工科背景CS1课程中的这些关联，我们分析了602名学生的调查问卷与考试成绩数据。探索性因子分析识别出三个潜在因子：自我效能感、学习态度和感知编程难度。自我效能感与考试成绩呈正相关，而感知难度则呈负相关。不同人口统计学群体在报告信念方面也存在差异，即使在学业表现结果相似的情况下也是如此。这些发现与先前研究相符并有所延伸，突显了自我效能感在计算机教育中对成就与持续学习的重要作用。