Abstract
Purpose: This study aimed to explore the relationship between mathematic achievement and programming self-efficacy, and adopt a mediation model to verify the mediating role of creativity on the relationship between mathematic achievement and programming self-efficacy.Methods: A total of 950 upper-secondary school students were surveyed using their math test scores, the Kirton Adaption-Innovation and the Programmed Self-Efficacy Scale. SPSS-26 was used for descriptive statistical analysis and correlation analysis of related variables. The PROCESS plugin was used to test the mediating effect of creativity.Results: (1) Mathematic achievement has a positive effect on programming self-efficacy, mathematic achievement is positively related to creativity, and creativity also has a positive influence on programming self-efficacy. (2) Creativity has a mediating effect on the relationship between mathematic achievement and programming self-efficacy.Conclusion: The results revealed that mathematic achievement affected programming self-efficacy directly and also indirectly through creativity. This provided certain ideas for the development of programming education for teenagers. Since students’ mathematics learning and creativity are related to programming learning, it is necessary to pay attention to the integration of the disciplines of programming education and mathematics. Further, the cultivation of innovative thinking is also critical to facilitate programming learning.
Highlights
An increasing number of countries and regions have been attaching great importance to programming education for young people in recent years
A strong positive correlation was found between creativity and programming self-efficacy [r = 0.746, p < 0.001, VIF = 1.000 < 10]
This is in alignment with the study conducted by Kattou et al (2013), which stated that “computer science is evolving along mathematical lines;” this statement shows how important mathematic abilities are for computer science students (Fajrina et al, 2020)
Summary
An increasing number of countries and regions have been attaching great importance to programming education for young people in recent years. The LOGO language was introduced in the field of education which made programming. Various countries have put forward many specific requirements for programming learning in primary and secondary schools. In Australia and Turkey, programming education has become an important course in primary and secondary levels (StartupSmart, 2015; Arslan and Tanel, 2020). China has introduced certain educational policies to promote programming education for teenagers in primary and secondary schools. In 2019, the Ministry of Education of China emphasized that China will popularize programming education at primary and secondary schools (Ministry of Education of the People’s Republic of China, 2019). It is clear that programming education has attracted significant attention of many countries
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