计算思维作为自我效能建模和灵活思维之间的调解者在服务前的科学教师中
Rumeysa Beyazhancer1, Salih Cepni2
1Department of Mathematics Education, Faculty of Education, Bursa Uludağ University, Bursa, Türkiye.
Frontiers in psychology
|March 6, 2026
概括
计算思维 (CT) 部分介绍了数学建模自我效能与预服务教师灵活思维之间的联系. 这突出了CT CT.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 教师教育教育的教师教育.
背景情况:
- 自我效能,认知灵活性和计算思维 (CT) 是适应复杂环境的关键心理构造.
- 自我效能会影响动机和认知,而灵活的思维可以适应模两可.
- 信息技术是一种用于抽象和推理的认知框架,适用于技术领域以外的领域.
研究的目的:
- 调查计算思维 (CT) 在数学建模自我效能与灵活思维之间的关系中的调解作用.
- 通过CT在预服务科学教师中检查自我效能信念如何影响自适应性认知能力.
主要方法:
- 这项定量研究涉及来自土耳其两所大学的244名科学教师.
- 数学建模自我效率,计算思维技巧和学习中的灵活思维使用验证规模收集的数据.
- 调解分析使用PROCESS宏观 (模型4) 进行,对性别和年级进行控制.
主要成果:
- 数学建模的自我有效性显著预测了CT (β=0.375,p<0.001).
- CT显著预测了灵活的思维 (β=0.368,p<0.001).
- CT部分调解了建模自我效能和灵活思维之间的关系,具有显著的间接效应 (0.224,95% CI [0.150,0.298]).
结论:
- 自我有效性信念通过计算思维 (CT) 直接和间接地影响适应性认知能力.
- 脑电图作为一种心理桥梁,将自我效能与灵活的思维联系起来.
- 调查结果强调了将CT和自我效能纳入教育心理学的重要性,以提高性和适应能力.
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