Effective learning and resilience in first year undergraduate computer science

Many factors have been shown to be important for maintaining effective learning and achieving success in higher education; more specifically in Computer Science. While factors such as existing student competencies and abilities have been extensively explored, the impact of measures of positive psychology are less well understood in this context. University study can be a period of significant transition for all students, therefore an individual's positive psychology may have considerable impact upon their response to these challenges. This work investigates the relationships between effective learning and success (first year performance and attendance) and two measures of positive psychology: Grit and the Nicolson McBride Resilience Quotient (NMRQ).

Data was captured by integrating Grit and Resilience questionnaires and related coaching into the first year of computer science at a UK University. Analyses demonstrate that NMRQ is significantly linked to attendance and performance for individual subjects and year average marks, however, this is not so for grit. This suggests that further development of interventions to help support students in further developing their resilience could be productive. Resilience could be used, in concert with other factors, to augment a range of existing models to predict future student success, permitting targeted support.