Abstract
The aim of this study is to examine the effects of high school students’ perceptions of computational thinking skills and perceptions of logical and mathematical intelligence on their programming self-efficacy. Descriptive survey model as a quantitative research design was used in the research. The data were collected face to face on a voluntary basis from 506 students aged 14-16 studying at various high schools in Türkiye. Thirteen incorrect or missing data items were removed. The remaining 496 data items were analyzed. Three scales were completed by the students: “Computational Thinking Scale,” “Logical and Mathematical Intelligence Perception Scale” and “Programming Self-Efficacy Scale.” Structural equation modeling was used to test the relationship between the variables. The results indicate that high school students’ computational thinking skills and mathematical and logical thinking skills have an effect on their programming self-efficacy. In addition, students’ mathematical and logical thinking skills predicted their computational thinking skills.
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