Relations between preservice teachers’ self-efficacy, computational thinking skills and metacognitive self-regulation
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10212-022-00651-8.pdf
Reference81 articles.
1. Akamatsu, D., Nakaya, M., & Koizumi, R. (2019). Effects of metacognitive strategies on the self-regulated learning process: The mediating effects of self-efficacy. Behavioral Sciences, 9(12), 128. https://doi.org/10.3390/bs9120128.
2. Akgun, F. (2020). An evaluation on pre-service teacher’s information and communications technology competency and computational thinking skills in terms of different variables. Trakya University Journal of Social Science, 22(1), 629–654. https://doi.org/10.26468/trakyasobed.679581.
3. Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214–222. https://doi.org/10.1016/j.chb.2019.08.018.
4. Allsop, Y. (2019). Assessing computational thinking process using a multiple evaluation approach. International Journal of Child-Computer Interaction, 19, 30–55. https://doi.org/10.1016/j.ijcci.2018.10.004.
5. Angeli, C., & Valanides, N. (2020). Developing young children’s computational thinking with educational robotics: An interaction effect between gender and scaffolding strategy. Computers in Human Behavior, 105, 105954. https://doi.org/10.1016/j.chb.2019.03.018.
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2. Development of a metacognitive regulation‐based collaborative programming system and its effects on students' learning achievements, computational thinking tendency and group metacognition;British Journal of Educational Technology;2023-07-12
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