Abstract
This study was designed to determine what student characteristics seem to influence proficiency in symbolic and algebraic computer programming. 50 students in a beginning university computer programming course were administered the Thurstone Temperament Schedule, IBM Programmer Aptitude Test, and the Watson-Glaser Critical Thinking Appraisal. These test scores, along with SCAT scores and a measure of the students' mathematical background, were correlated with measures of student programming proficiency. Those students who possessed a mathematical background of approximately 2 college calculus classes, who scored low on “impulsiveness” and “sociability,” and who scored high on “reflectiveness,” appeared to have “aptitude” for computer programming.
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