At present, collaborative programming is a prevalent approach in programming education, yet its effectiveness often falls short due to the varying levels of coding skills among team members. To address these challenges, Large Language Models (LLMs) can be introduced as a supportive tool to enhance both the efficiency and outcomes of collaborative programming. In this shift, the structure of collaborative teams evolves from human-to-human to a new paradigm consisting of human, human, and AI. To investigate the effectiveness of integrating LLMs into collaborative programming, this study designed a quasi-experiment. To explore the effectiveness of integrating LLMs into collaborative programming, we conducted a quasi-experiment involving 82 sixth- and seventh-grade students, who were randomly assigned to either an experimental group or a control group. The results showed that incorporating LLMs into collaborative programming significantly reduced students’ cognitive load and improved their computational thinking skills. However, no significant difference in self-efficacy was observed between the two groups, likely due to the cognitive demand students faced when transitioning from graphical programming to text-based coding. Despite this, the study remains optimistic about the potential of LLM-enhanced collaborative programming, as students learning in this way exhibit lower cognitive load than those in conventional environments.

This study aimed to explore the mediating roles of self-efficacy and intrinsic motivation on the relationship between teacher autonomy and teacher job satisfaction. Data were from the Teaching and Learning International Surve... | Find, read and cite all the research you need on Tech Science Press

Social support is critical for promoting professional identity among university students. However, the mechanisms and boundary conditions through which social support influences the professional identity of university students remain unclear. To address this research gap, this study aims to employ a cross-sectional design to examine the mediating role of self-esteem between social support and university students’ professional identity, as well as the moderating role of self-efficacy within the mediation model. A total of 436 Chinese university students (14.68% male and 85.32% female) participated in this study. Data analysis was conducted using Model 4 and Model 59 of the PROCESS macro program in SPSS. The results indicated that social support was significantly and positively related to both self-esteem and professional identity of university students. Self-esteem played a mediating role between social support and university students’ professional identity. Self-efficacy negatively moderated the relationship between social support and university students’ professional identity. Self-efficacy negatively moderated the relationship between social support and self-esteem. These findings enhance our understanding of the mechanisms and boundary conditions underlying the influence of social support on university students’ professional identity and provide effective recommendations for promoting this identity.

The mechanisms and boundary conditions through which major identity affects university students' depression remain unclear. To fill this gap, the present study aimed to examine the relationship between major identity and university students' depression, revealing the mediating role of self-esteem in this relationship and the moderating role of perceived social support. A total of 436 Chinese university students participated in this study. The results showed that major identity was significantly and negatively related to depression and significantly and positively related to self-esteem. Self-esteem was significantly and negatively related to depression. Self-esteem mediated the relationship between major identity and university students' depression. Perceived social support not only moderated the relationships between major identity and university students' depression but also moderated the relationship between self-esteem and university students' depression. In addition, perceived social support moderated the mediating effect of self-esteem between major identity and university students' depression. The theoretical and practical implications of this study are discussed in depth.