ERIC Number: EJ1400685
Record Type: Journal
Publication Date: 2023
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1059-0145
EISSN: EISSN-1573-1839
Exploring Personality and Learning Motivation Influences on Students' Computational Thinking Skills in Introductory Programming Courses
Journal of Science Education and Technology, v32 n6 p778-792 2023
Computational thinking (CT) is an essential skill required for every individual in the digital era to become creative problem solvers. The purpose of this research is to investigate the relationships between computational thinking skills, the Big Five personality factors, and learning motivation using structural equation modeling (SEM). The research administered the computational thinking scale, NEO FFI scale, and Motivated Strategies for Learning Questionnaire to a sample of 92 students pursuing degrees in Computer Science and Engineering. Based on the result analysis, it was determined that both personality and learning motivation had positive and significant impacts on computation thinking skills. Personality had a major contribution to the prediction of CT, with consciousness being the most influential predictor. The findings of this study suggest that educators and academics should focus on the significance of the psychological side of CT for the improvement of students' CT skills.
Descriptors: Personality, Learning Motivation, Computation, Thinking Skills, Introductory Courses, Programming, Computer Science Education, Personality Measures, Learning Strategies, Questionnaires, College Students
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: NEO Five Factor Inventory; Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A