Abstract
This study uses data collected on students enrolled in a software development course to explore the role of Creative Self-Efficacy, Playfulness, and Self-Efficacy in the quality of the students’ software development process and projects using a theoretical model proposed by Chiravuri and Ambrose [4]. Instruction in the Carnegie Mellon Software Engineering Institute’s Personal Software Productivity (PSP) techniques was coupled with traditional software engineering topics providing an opportunity to measure both the student’s software development process and the quality of the software developed. Creative Self-Efficacy and Self-Efficacy were found to have a modest impact on the quality of the students’ software product.
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