BibTeX:

@article{10.1145/3487050,
author = {Loksa, Dastyni and Margulieux, Lauren and Becker, Brett A. and Craig, Michelle and Denny, Paul and Pettit, Raymond and Prather, James},
title = {Metacognition and Self-Regulation in Programming Education: Theories and Exemplars of Use},
year = {2022},
issue_date = {December 2022},
publisher = {Association for Computing Machinery},
address = {New York, NY, USA},
volume = {22},
number = {4},
url = {https://doi.org/10.1145/3487050},
doi = {10.1145/3487050},
abstract = {Metacognition and self-regulation are important skills for successful learning and have been discussed and researched extensively in the general education literature for several decades. More recently, there has been growing interest in understanding how metacognitive and self-regulatory skills contribute to student success in the context of computing education. This article presents a thorough systematic review of metacognition and self-regulation work in the context of computer programming and an in-depth discussion of the theories that have been leveraged in some way. We also discuss several prominent metacognitive and self-regulation theories from the literature outside of computing education—for example, from psychology and education—that have yet to be applied in the context of programming education.In our investigation, we built a comprehensive corpus of papers on metacognition and self-regulation in programming education, and then employed backward snowballing to provide a deeper examination of foundational theories from outside computing education, some of which have been explored in programming education, and others that have yet to be but hold much promise. In addition, we make new observations about the way these theories are used by the computing education community, and present recommendations on how metacognition and self-regulation can help inform programming education in the future. In particular, we discuss exemplars of studies that have used existing theories to support their design and discussion of results as well as studies that have proposed their own metacognitive theories in the context of programming education. Readers will also find the article a useful resource for helping students in programming courses develop effective strategies for metacognition and self-regulation.},
journal = {ACM Trans. Comput. Educ.},
month = {sep},
articleno = {39},
numpages = {31},
keywords = {programming, cognitive control, CS1, metacognitive awareness, self-regulation, metacognition, Cognition}
}

EndNote:

\%0 Journal Article
\%T Metacognition and Self-Regulation in Programming Education: Theories and Exemplars of Use
\%V 22
\%U https://doi.org/10.1145/3487050
\%R 10.1145/3487050
\%N 4
\%J ACM Trans. Comput. Educ.
\%I Association for Computing Machinery
\%A Dastyni Loksa
\%A Lauren Margulieux
\%A Brett A. Becker
\%A Michelle Craig
\%A Paul Denny
\%A Raymond Pettit
\%A James Prather
\%D 2022
\%P Article 39
\%K self-regulation, metacognitive awareness, Cognition, programming, CS1, cognitive control, metacognition

ACM:

Dastyni Loksa, Lauren Margulieux, Brett A. Becker, Michelle Craig, Paul Denny, Raymond Pettit, and James Prather. 2022. Metacognition and Self-Regulation in Programming Education: Theories and Exemplars of Use. ACM Trans. Comput. Educ. 22, 4, Article 39 (December 2022), 31 pages. https://doi.org/10.1145/3487050