Exploring the Relationship Between STEM Attitudes and Computational Thinking in Young Children

Computational Thinking (CT) plays a fundamental role within Science, Technology, Engineering, and Mathematics (STEM) education. However, research examining the association between students’ attitudes toward STEM learning and their CT skills remains limited, particularly among lower primary school students. To address this gap, the present study adapted and validated an existing STEM Learning Attitude Scale for use with lower primary students in mainland China. The adapted scale was then employed to assess students’ attitudes toward STEM learning and to examine the relationship between these attitudes and their CT performance. A total of 171 second-grade students participated in the study. The psychometric properties of the adapted scale were evaluated, and the associations between students’ STEM learning attitudes and CT performance were analyzed using correlational analysis and linear regression. The findings confirmed that the adapted scale is a reliable and valid instrument for assessing STEM attitudes among young learners. Furthermore, students’ STEM learning attitudes were positively associated with CT performance, with mathematics learning attitudes exhibiting the strongest relationship. These results underscore the importance of promoting positive STEM attitudes in early education, particularly toward mathematics, to support the foundational development of CT skills.