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Students' beliefs about computer programming predict their computational thinking and computer programming self-efficacy
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DOI：10.1080/10494820.2023.2194929.png)
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Abstract
En 中文
While research has shown that students' epistemic beliefs can be a strong predictor of their academic performance, cognitive abilities, or self-efficacy, studies of this topic in computer education are rare. The purpose of this study was twofold. First, it aimed to validate a newly developed questionnaire for measuring students' epistemic beliefs about computer programming at middle school level. Second, the study aimed to understand how students' epistemic beliefs predict their computational thinking disposition and computer programming self-efficacy. A total of 406 middle school students completed a survey consisting of three research instruments: the Computer Programming Epistemic Belief Inventory (CPEBI), the Computational Thinking Scale (CTS), and the Computer Programming Self-Efficacy Scale (CPSES). The results indicated that the epistemic belief of uncertainty was a significant and positive predictor of the abstraction and generalization dimensions of computational thinking dispositions. In addition, the belief of complexity was an antecedent to three dimensions of computational thinking, namely, algorithmic thinking, evaluation, and generalization. Only the evaluation dimension of CT disposition had significant and positive relationships with programming self-efficacy. The roles of uncertainty and complexity of computer programming epistemic beliefs are discussed. Implications and suggestions for future computer programming education, especially for young students, are provided.
Keywords:
Computer programming
epistemic belief
self-efficacy
computational thinking
scale development
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