Influence of Computational Thinking Development on Metamemory Skills in Fifth-Grade Primary School Children
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| 著者: | , , |
|---|---|
| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2026 |
| その他の書誌記述: | Objective. This study aimed to examin the relationship between computational thinking skills and metacognitive abilities in primary school children. Method. Seventy-three students aged from 9 to 10 years participated. They were divided and assigned either to a computational-thinking training group (n = 43) or to a traditional-instruction group (n = 30). Computational thinking and metamemory were assessed using standardized tests. Both mediation analyses and multivariate regression models were conducted. Results. The experimental group obtained significantly higher computational-thinking scores (M = 16.42) compared to the control group (M = 10.63). Furthermore, the first group committed fewer total metamemory errors (M = 4.67) in compariason to the second (M =7.70). The correlation between computational thinking and metamemory was significant (r = -.579, p < .001), and the model accounted 52.3% of the variance. In addition, the gender of participants influenced the computational-thinking performance, whereas maternal education predicted metamemory outcomes. To conclude, the findings provide empirical evidence of the interaction between computational thinking and metacognitive processes in childhood. |
| 国: | Portal de Revistas UCR |
| 機関: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| 言語: | Español |
| OAI Identifier: | oai:portal.revistas.ucr.ac.cr:article/6520 |
| オンライン･アクセス: | https://revistas.ucr.ac.cr/index.php/ap/article/view/6520 |
| キーワード: | Computational thinking metamemory metacognition, school-age children Pensamiento computacional metamemoria metacognición infantes de primaria |