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Relationships between middle school students’ digital literacy skills, computer programming self-efficacy, and computational thinking self-efficacy
Volume 23, Issue 3 (2024), pp. 571–592
Muhammed Murat Gümüş   Volkan Kukul   Özgen Korkmaz  

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https://doi.org/10.15388/infedu.2024.20
Pub. online: 22 April 2024      Type: Article      Open accessOpen Access

Published
22 April 2024

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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Keywords
digital literacy computer programming computational thinking

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INFORMATICS IN EDUCATION

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