ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Learning Innovations
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1623415
This article is part of the Research TopicEmerging Technologies and Digital Innovations: Recent Research and Practices in Technology-enhanced Learning EnvironmentsView all 21 articles
Learning programming: Exploring the relationships of self-efficacy, computational thinking, and learning performance among minority students
Provisionally accepted
- 1North Carolina Agricultural and Technical State University, Greensboro, United States
- 2Rowan University, Glassboro, United States
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This study investigated minority students' learning in programming. The variables, including self-efficacy, computational thinking, and learning performance were the focus of this study. This study explored the relationships of creative self-efficacy, learning self-efficacy, computational thinking, and learning performance among minority undergraduate students. The influence of creative self-efficacy, learning self-efficacy, and computational thinking on learning performance was explored. The participants were minority students from a HBCU institution in the southeastern United States. Quantitative approaches were performed to analyze the collected data. The results indicated that self-efficacy, learning self-efficacy, and computational thinking were positively correlated with learning performance. Learning self-efficacy and computational thinking were significant predictors of learning performance among minority students.
Keywords: Learning self-efficacy, creativity self-efficacy, Computational thinking, programming, learning performance, minority students
Received: 05 May 2025; Accepted: 28 Aug 2025.
Copyright: © 2025 Kuo and Kuo. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Yu-Tung Kuo, North Carolina Agricultural and Technical State University, Greensboro, United States
Yu-Chun Kuo, Rowan University, Glassboro, United States
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