The Role of Executive Functions on Computational Thinking: A Preliminary Study

Computational Thinking (CT) is a problem-solving approach derived from computer science (CS) that applies broadly across disciplines and real-world contexts. Beyond CS, CT is a transferable cognitive skill, offering adaptable solutions and functioning as an independent psychological domain. With CT becoming increasingly integrated into K–12 education, it is crucial to understand the cognitive and psychological factors that underpin its development, enabling educators to design more effective teaching strategies and improve students' CT skills. Previous research has highlighted a connection between CT and cognitive skills such as reasoning and spatial abilities, but its connection with executive functions (EFs), a set of core cognitive processes, has received limited attention, particularly among younger learners. To address this gap, this study examined the relationship between EFs and CT performance in a sample of 66 first-grade students from a public elementary school in Southern China. The findings revealed a significant positive correlation between EFs and CT skills, with EFs identified as a key predictor of CT performance. These results emphasize the role of EFs in shaping CT skills and the importance of considering cognitive factors in CT curricula. Future directions for the study were discussed.