Relationships between middle school students’ digital literacy skills, computer programming self-efficacy, and computational thinking self-efficacy

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Informatics in Education Pub Date : 2024-04-22 DOI:10.15388/infedu.2024.20

Muhammed Murat Gümüş, Volkan Kukul, Özgen Korkmaz

引用次数: 0

Abstract

This study aims to explain the relationships between secondary school students' digital literacy, computer programming self-efficacy and computational thinking self-efficacy. The study group consists of 204 secondary school students. A relational survey model was used in the research method and three different data collection tools were used to collect data. The structural equation model was used in data analysis to reveal a model that explains and predicts the relationships between variables. According to the results of the research, it was determined that digital literacy of secondary school students affected their computer programming self-efficacy, digital literacy affected their computational thinking self-efficacy, and computer programming self-efficacy affected their computational thinking self-efficacy. It was also found that digital literacy skills have an indirect effect on secondary students' computational thinking self-efficacy on computational thinking self-efficacy.

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中学生数字素养技能、计算机编程自我效能感和计算思维自我效能感之间的关系

本研究旨在解释中学生的数字素养、计算机编程自我效能感和计算思维自我效能感之间的关系。研究对象包括 204 名中学生。研究方法采用关系调查模式，并使用三种不同的数据收集工具来收集数据。在数据分析中使用了结构方程模型，以揭示解释和预测变量之间关系的模型。根据研究结果，确定中学生的数字素养影响其计算机编程自我效能感，数字素养影响其计算思维自我效能感，计算机编程自我效能感影响其计算思维自我效能感。研究还发现，数字素养技能对中学生计算思维自我效能感有间接影响，而计算思维自我效能感对数字素养技能有间接影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Informatics in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.10

自引率

3.70%

发文量

审稿时长

20 weeks

期刊介绍： INFORMATICS IN EDUCATION publishes original articles about theoretical, experimental and methodological studies in the fields of informatics (computer science) education and educational applications of information technology, ranging from primary to tertiary education. Multidisciplinary research studies that enhance our understanding of how theoretical and technological innovations translate into educational practice are most welcome. We are particularly interested in work at boundaries, both the boundaries of informatics and of education. The topics covered by INFORMATICS IN EDUCATION will range across diverse aspects of informatics (computer science) education research including: empirical studies, including composing different approaches to teach various subjects, studying availability of various concepts at a given age, measuring knowledge transfer and skills developed, addressing gender issues, etc. statistical research on big data related to informatics (computer science) activities including e.g. research on assessment, online teaching, competitions, etc. educational engineering focusing mainly on developing high quality original teaching sequences of different informatics (computer science) topics that offer new, successful ways for knowledge transfer and development of computational thinking machine learning of student''s behavior including the use of information technology to observe students in the learning process and discovering clusters of their working design and evaluation of educational tools that apply information technology in novel ways.

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