How Mathematics Learning Attitudes Shape Computational Thinking among Lower Primary Students

Computational Thinking (CT) is increasingly recognized as a foundational skill in the 21st century and has been extensively incorporated into K–12 education. As a key component of Science, Technology, Engineering, and Mathematics (STEM) education, fostering CT development is often considered a critical objective. However, limited research has examined the influence of students’ attitudes toward STEM learning on their CT development, particularly among young elementary school students. To address this gap, the present study investigates the relationship between attitudes toward mathematics learning (M) within STEM education and CT performance, focusing on mathematics, as it is the primary STEM subject introduced at this age. A total of 134 second- and third-grade students participated in the study. The psychometric properties of a revised mathematics learning attitude scale were examined, and correlation analysis combined with structural equation modeling (SEM) was employed to explore the relationships among mathematics learning attitudes, mathematical skills, and CT performance. The results indicated that the revised scale was a reliable assessment tool for measuring mathematics learning attitudes for this age group, and findings from SEM revealed that mathematical skills act as a mediating factor, linking positive attitudes toward mathematics learning to CT performance. This study highlights the dynamic interplay among mathematics attitudes, skills, and CT development in young learners, offering implications for educational practices and future research directions.