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Scaffolding is a vital method to support students' collaborative programming learning. However, conventional scaffolding that does not fade may lead students to become overly dependent, resulting in unsatisfactory programming performance.<\/jats:p><\/jats:sec><jats:sec><jats:title>Objectives<\/jats:title><jats:p>This study customises a three\u2010stage fade\u2010out scaffolding in collaborative programming to reduce scaffolding dependence and improve students' programming achievement, self\u2010efficacy and programming behaviour.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>A quasi\u2010experimental study lasting 18\u2009weeks was conducted at a middle school. One hundred twenty\u2010one eighth\u2010grade students participated in the study; they were randomly assigned into the experimental group with three\u2010stage fade\u2010out scaffolding (<jats:italic>N<\/jats:italic>\u2009=\u200962) and the control group with conventional scaffolding (<jats:italic>N<\/jats:italic>\u2009=\u200959). Then, this study adopted an analysis of covariance (ANCOVA), independent samples <jats:italic>t<\/jats:italic> test, and lag sequential analysis to analyse the data.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results and Conclusions<\/jats:title><jats:p>The results indicated that the programming achievement, self\u2010efficacy, and programming behaviour patterns of the students in the experimental group outperformed those of the control group. Additionally, boy\u2010dominated groups display more positive and active programming behaviour patterns than girl\u2010dominated groups.<\/jats:p><\/jats:sec><jats:sec><jats:title>Implications<\/jats:title><jats:p>This study designs a three\u2010stage fade\u2010out scaffolding approach for collaborative programming and provides diverse empirical evidence, offering valuable suggestions for the design of programming instruction and the analysis of learning processes.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jcal.70012","type":"journal-article","created":{"date-parts":[[2025,3,12]],"date-time":"2025-03-12T04:26:27Z","timestamp":1741753587000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Customising a Three\u2010Stage Fade\u2010Out Scaffolding for Collaborative Programming Learning: Effects on Programming Achievement, Self\u2010Efficacy and Programming 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