Revising the computer programming attitude scale in the context of attitude ambivalence

Background Several attitude scales have been developed to measure students' attitudes toward computer programming, including the prominent one developed by Cetin and Ozden. The development of these scales stemmed from the elusive nature of attitude and the lack of specific constructs to measure attitude. These instruments measure students' attitudes based on one‐dimensional perspective, thus, making it difficult to interpret the meaning of some attitude evaluations such as the meaning of neutral points in a 10‐point scale (for example). Objectives The computer programming attitude scale was modified to measure ambivalence. The study also investigate attitude differences across demographic variables and used these variables to predict ambivalence. Methods The study was conducted in two phases. In the first phase, the instrument was validated using exploratory factor analysis and confirmatory factor analysis. In the second phase, the revised scale was administered to another 547 students in four research universities for empirical investigation. Results Results show that the instrument is valid and suitable for measuring students' programming attitudes. Participants' attitudes skewed toward the negative attitude dimension. Lastly, we found that both attitude and ambivalence are factors of programming experience. Conclusions We discussed the findings, recommend the instrument to programming tutors, and strongly emphasise the evaluation of students' ambivalent attitudes.