SCAPA: Development of a Questionnaire Assessing Self-Concept and Attitudes Toward Programming

Abstract

There is a constantly growing number of initiatives asserting the relevance of programming already in primary education and offering respective interventions with the goal to foster interest in and positive attitudes toward programming. To evaluate to what extent this goal is achieved, assessing students' attitudes toward programming reliably is indispensable. However, there still is a need for validated instruments for assessing this in elementary school students. This seems particularly relevant as self-concept and attitudes toward a school subject were repeatedly observed to be significant predictors of learning motivation and achievement. The newly developed Self-Concept and Attitude toward Programming Assessment (SCAPA) is based on existing instruments for assessing students' self-concept and attitude toward mathematics. SCAPA measures aspects of students' self-concept and attitudes toward programming on seven scales: i) self-reported previous programming experience and understanding, ii) self-concept, iii) intrinsic value belief, iv) attainment value belief, v) utility value belief, vi) cost belief, and vii) compliance and persistence. We administered SCAPA to 197 elementary school students between seven and ten years of age in the context of an evaluation of a computational thinking intervention. Data were analyzed for reliability (i.e., internal consistency on item and scale level) and construct validity (by means of confirmatory factor analysis). Results indicated good reliability for all scales except for the self-reported previous programming experience and understanding scale. Overall, these results reflect SCAPA's suitability for assessing different aspects of elementary school students' self-concept and attitudes toward programming.