Evaluation of self-assessment intervention reveals impact on persistence in computing students, suggesting potential for scalable support.
Background and context Self-assessments of ability shape career choices, yet they are frequently inaccurate reflections of actual performance. Miscalibrated self-assessments of ability may therefore reduce the persistence of high-achieving students who could be successful in computing careers, undermining efforts to increase numbers of computing graduates and professionals.
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Fisk et al. (2025) studied this question.
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