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Self-efficacy in computational thinking: Preliminary analysis of pre-service teachers’ perception through a Portuguese tool

2025-06Artigo científico Acesso aberto
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dc.contributor.authorRodrigues, Rita Neves
dc.contributor.authorCosta, Cecília
dc.contributor.authorAbbasi, Maryam
dc.contributor.authorMartins, Fernando Manuel Lourenço
dc.contributor.authorBrito-Costa, Sónia
dc.date.accessioned2026-05-12T14:53:08Z
dc.date.available2026-05-12T14:53:08Z
dc.date.issued2025-06
dc.description.abstractComputational thinking is a fundamental problem-solving skill and has been integrated into the curricula of several countries, including Portugal. The successful implementation of this integration depends on adequately training pre-service teachers to develop the pedagogical knowledge necessary to incorporate this skill into their practice. Analyzing pre-service teachers’ perception of self-efficacy in computational thinking is essential, as it influences the success of training programs. This study aimed to achieve three objectives: (1) translate and adapt the computational thinking self-efficacy scale into Portuguese (stage 1), (2) validate the scale (stage 2), and (3) compare pre-service teachers’ perceptions of self-efficacy in computational thinking (stage 3). A sample of 43 participants was used in stage 1 and 382 participants in stage 2 and stage 3. The findings demonstrated that the scale had strong temporal stability, good item homogeneity, and alignment with its original structure. The Portuguese version exhibited adequate psychometric properties, making it a valid and reliable instrument for analyzing pre-service teachers’ perceptions of self-efficacy in computational thinking. The absence of significant differences in self-efficacy perceptions in computational thinking between bachelor’s and master’s pre-service teachers suggests a shared underexposure to the concept, reflecting a broader lack of structured instruction to foster self-efficacy in this domain.eng
dc.identifier.doi10.29333/ejmste/16507
dc.identifier.issn1305-8223
dc.identifier.urihttp://hdl.handle.net/10400.26/63085
dc.language.isoeng
dc.peerreviewedyes
dc.publisherModestum Ltd
dc.relationUIDB/50008/2023
dc.relationUIDB/05198/2023
dc.relationUIDB/00194/2023
dc.relationUID/06185/2023
dc.relation2022.09720.BD
dc.relationCEECINST/00077/2021
dc.relation.ispartofEurasia Journal of Mathematics, Science and Technology Education
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectinitial teacher training
dc.subjectcomputational thinking
dc.subjectself-efficacy
dc.subjectquestionnaire validation
dc.subjectself-efficacy scale
dc.titleSelf-efficacy in computational thinking: Preliminary analysis of pre-service teachers’ perception through a Portuguese tooleng
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage16
oaire.citation.issue6
oaire.citation.startPage1
oaire.citation.titleEURASIA Journal of Mathematics, Science and Technology Education
oaire.citation.volume21
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyNameMartins
person.givenNameFernando Manuel Lourenço
person.identifier0000000070715256
person.identifier.ciencia-id8512-5BB4-6DFD
person.identifier.orcid0000-0002-1812-2300
person.identifier.ridAAK-6934-2020
person.identifier.scopus-author-id57217191490
relation.isAuthorOfPublication805fc13a-0e76-4f11-9d4c-0dc177f8145c
relation.isAuthorOfPublication.latestForDiscovery805fc13a-0e76-4f11-9d4c-0dc177f8145c

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