Computational Thinking Skills and Computational Self-Efficacy as Predictors of Academic Well-Being

Abstract

This study aimed to identify the levels of computational thinking skills, computational self-efficacy, and academic well-being among students, identify the potential relationships among them, and determine the predictive effects of computational thinking skills and computational self-efficacy on academic well-being. The study used the following tools: the Computational Thinking Skills Scale, the Self-Efficacy Scale, and the Academic Well-Being Scale. The study adopted a quantitative correlational predictive approach. The sample consisted of 280 students at the Faculty of Specific Education - Mansoura University. The study revealed that there is an average level of computational thinking skills, computational self-efficacy, and academic well-being. There is also a statistically significant relationship between computational thinking skills, computational self-efficacy, and academic well-being among students. In addition, computational thinking skills and computational self-efficacy are good predictors of academic well-being. Finally, the study presented a set of recommendations and suggestions.