Computational thinking (CT) is vital for success in numerous domains. However, the nature, definition, and scope of CT are ill-defined, and research on how best to develop CT is very limited. This study focused on how thinking styles and STEM attitudes have effects on computational thinking. Using a proportionate stratified random sampling procedure, 1195 students from two universities were surveyed. A structural equation modeling analysis showed that students' thinking styles and STEM attitudes directly predicted their computational thinking skills and that thinking styles mediated the relationship between STEM attitudes and computational thinking skills. Thinking styles and STEM attitudes are strong predictors of CT skills. Based on the results, we recommended that the conceptualization of CT be broadened to reflect its trans-disciplinary nature within the context of STEM education. This study adds to the limited theoretical understanding of CT and CT-predictors in higher education, which has been studied much less than in K-12 education.

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思维方式和 STEM 态度如何影响计算思维？结构方程模型分析

计算思维 (CT) 对于许多领域的成功至关重要。然而，CT 的性质、定义和范围尚不明确，关于如何最好地发展 CT 的研究也非常有限。本研究重点关注思维方式和 STEM 态度如何影响计算思维。采用比例分层随机抽样程序，对来自两所大学的 1195 名学生进行了调查。结构方程模型分析表明，学生的思维方式和 STEM 态度直接预测他们的计算思维能力，并且思维方式介导了 STEM 态度和计算思维能力之间的关系。思维方式和 STEM 态度是 CT 技能的有力预测因素。根据结果​​，我们建议扩大 CT 的概念，以反映其在 STEM 教育背景下的跨学科性质。这项研究增加了高等教育中对 CT 和 CT 预测因素的有限理论理解，而对高等教育的研究远少于 K-12 教育。