The mediating role of self-regulation in the relationship between psychological resilience and computational thinking

Introduction: Psychological resilience and self-regulation are key psychological constructs that support learners' adaptation to challenges. Resilience provides the motivational foundation for persistence, while self-regulation enables planning, monitoring, and adjustment of strategies. Computational thinking (CT) represents a higher-order cognitive framework that includes creativity, algorithmic thinking, collaboration, critical thinking, and problem solving. This study examines the mediating role of self-regulation in the relationship between psychological resilience and CT among pre-service mathematics teachers. Method: Participants were 336 pre-service mathematics teachers from two state universities in Türkiye. Data were collected using the Psychological Resilience Scale, the Self-Regulation Scale, and the Computational Thinking Skills Scale. Confirmatory factor analyses supported the validity and reliability of the measures. Correlation analyses examined the associations among constructs, and mediation was tested using PROCESS Macro (Model 4) with controls for gender and grade level. Results: < 0.001). Mediation analyses showed that including self-regulation reduced the associations between resilience and CT sub-dimensions, though they remained significant, indicating partial mediation. Bootstrap analyses confirmed significant indirect effects across all CT sub-dimensions. Discussion and conclusion: Findings suggest that psychological resilience is related to CT skills both directly and indirectly through self-regulation. Self-regulation acts as a mechanism that channels resilient tendencies into goal-directed strategies, thereby enhancing CT. These results underscore the value of integrating resilience, self-regulation, and CT into teacher education programs to promote adaptability and 21st-century skills.