Contribution: This study examined student effort and performance in an
introductory programming course with respect to student-held implicit theories
and self-efficacy. Background: Implicit theories and self-efficacy shed a light
into understanding academic success, which must be considered when developing
effective learning strategies for programming. Research Questions: Are implicit
theories of intelligence and programming, and programming-efficacy related to
each other and student success in programming? Is it possible to predict
student course performance using a subset of these constructs? Methodology: Two
consecutive surveys (N=100 and N=81) were administered to non-CS engineering
students in I\c{s}{\i}k University. Findings: Implicit theories and
self-beliefs are interrelated and correlated with effort, performance, and
previous failures in the course and students explain failure in programming
course with "programming-aptitude is fixed" theory, and also that programming
is a difficult task for themselves.Comment: Programming Education. 8 page
