TY - JOUR
T1 - An Investigation of Affective Factors Influencing Computational Thinking and Problem-Solving
AU - Moon, Hyunchang
AU - Cheon, Jongpil
N1 - Publisher Copyright:
© 2023 by the authors.
PY - 2023/10
Y1 - 2023/10
N2 - This study investigated the effects of affective factors on computational thinking and problem-solving. Computer science subjects are becoming part of the regular curricula in K-12 and higher education to enhance computational problem-solving skills. However, affective factors influencing computational thinking skills and computational thinking components predicting problem-solving skills have yet to be fully explored. This paper proposed a conceptual model to predict (a) four affective factors that influence computational thinking self-efficacy and (b) six computational thinking components that affect problem-solving self-efficacy. Structural equation modeling was used to analyze self-report data from college students to examine the direct relationships among study variables. The findings showed that two affective factors (i.e., programming self-efficacy and computer science usefulness) significantly predicted computational thinking self-efficacy and influenced problem-solving self-efficacy. Also, two computational thinking components (i.e., algorithm and debugging) were the significant determinants of problem-solving self-efficacy. The results validate the importance of affective factors in computer science education and suggest specific computational thinking activities that should be emphasized in computer science curricula to facilitate problem-solving skills.
AB - This study investigated the effects of affective factors on computational thinking and problem-solving. Computer science subjects are becoming part of the regular curricula in K-12 and higher education to enhance computational problem-solving skills. However, affective factors influencing computational thinking skills and computational thinking components predicting problem-solving skills have yet to be fully explored. This paper proposed a conceptual model to predict (a) four affective factors that influence computational thinking self-efficacy and (b) six computational thinking components that affect problem-solving self-efficacy. Structural equation modeling was used to analyze self-report data from college students to examine the direct relationships among study variables. The findings showed that two affective factors (i.e., programming self-efficacy and computer science usefulness) significantly predicted computational thinking self-efficacy and influenced problem-solving self-efficacy. Also, two computational thinking components (i.e., algorithm and debugging) were the significant determinants of problem-solving self-efficacy. The results validate the importance of affective factors in computer science education and suggest specific computational thinking activities that should be emphasized in computer science curricula to facilitate problem-solving skills.
KW - Affective factors
KW - block-based programming
KW - computational thinking
KW - computer science education
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U2 - 10.18178/ijiet.2023.13.10.1956
DO - 10.18178/ijiet.2023.13.10.1956
M3 - Article
AN - SCOPUS:85174272596
SN - 2010-3689
VL - 13
SP - 1513
EP - 1519
JO - International Journal of Information and Education Technology
JF - International Journal of Information and Education Technology
IS - 10
ER -