How do computational thinking self-efficacy and performance differ according to secondary school students’ profiles? The role of computational identity, academic resilience, and gender-Reference-Cited by-同舟云学术

How do computational thinking self-efficacy and performance differ according to secondary school students’ profiles? The role of computational identity, academic resilience, and gender

Published:2022-11-09 Issue: Volume: Page:
ISSN:1360-2357
Container-title:Education and Information Technologies
language:en
Short-container-title:Educ Inf Technol

Author:

Atman Uslu Nilüfer^ORCID

Publisher

Springer Science and Business Media LLC

Subject

Library and Information Sciences,Education

Link

https://link.springer.com/content/pdf/10.1007/s10639-022-11425-6.pdf

Reference88 articles.

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4. Anderson, R. (2007). Being a mathematics learner: Four faces of identity. The Mathematics Educator, 17, 7–14.

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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