There is strong evidence of the impact of self-theories to students' academic achievement and behavior in many domains of education, including CS. However, the research on self-theories in CSE are far from conclusive. In this research, we studied 1st year CS and CE students' self-theories and looked at associations to academic achievement in their first courses, as well as the students' conceptualisations of intelligence. Contradictory to previous research, students with a fixed view on intelligence received the best exam scores. Students' conceptualisations of intelligence were found to lean towards cognitive g-theories of intelligence. These initial findings show a number of crucially important future research directions in relation to self-theories, soft skills development, and academic achievement in CS studies.