Abstract
The study presented in this paper examines the development of self-efficacy with regard to solving tasks on algorithmic thinking and programming. N = 8 novices in programming are assessed at three measurement points within one semester each time before and after they are put into a situation to solve algorithmic thinking and programming tasks. Their assumptions on being confident in solving the task and possible indicators of why the programming task was perceived as easy or not are qualitatively assessed. In order to get a deeper insight into the instructional setting, the instructional quality, task quality, and student-centered learning climate was additionally assessed. The results of this study provide implications for designing learning and instructional design in pre-service computer science teachers’ seminars.
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