The ‘will’ behind the ‘skill’: The relationship between attitudes toward computers and computational thinking proficiencies of middle school students

Abstract

Background and Purpose: Computational thinking (CT) has emerged as a fundamental competence for problem solving in the digital age. However, the development of CT skills is not determined solely by technical exposure to technology; affective factors such as students’ attitudes toward computers may also play a significant role. This study aimed to examine the relationship between middle school students’ computational thinking skills (CTS) and their attitudes toward computers (ATC), while also investigating how these variables differ according to selected demographic and technological factors. Methodology: The study employed a correlational survey design and was conducted with 439 sixth- and seventh-grade students from five public middle schools in Mersin, Türkiye. Data were collected using the Attitudes Toward Computers Scale and the Computational Thinking Levels Scale. Descriptive statistics, independent samples t-tests, one-way ANOVA, and Pearson correlation analysis were utilized for data analysis. Findings: The findings revealed that gender did not produce a significant difference in CTS; however, male students reported significantly higher ATC scores than female students. Prior coding experience was associated with significantly higher levels of both CTS and ATC. In contrast, smartphone ownership and social media use did not lead to significant differences in either variable. Additionally, students with lower daily internet usage demonstrated significantly higher CTS scores than those with heavier internet use. Correlation analysis indicated a moderate positive relationship between CTS and ATC, suggesting that more positive attitudes toward computers are associated with stronger computational thinking skills. Contributions: This study makes a significant contribution to the literature by empirically challenging the "digital native" assumption, demonstrating that passive technology access—such as smartphone ownership and heavy internet usage—does not translate into computational proficiency. By establishing a robust link between affective dispositions ("will") and cognitive performance ("skill"), the findings highlight that structured coding experience, rather than mere exposure, is essential for fostering both computational thinking and positive technological attitudes. Keywords: Computational thinking, computer attitudes, Turkish middle school students, coding experience, digital literacy. Cite as: Uzun, E., Gök, A., & Yakin, İ. (2026). The ‘will’ behind the ‘skill’: The relationship between attitudes toward computers and computational thinking proficiencies of middle school students. Journal of Nusantara Studies, 11(2), 1-15. http://dx.doi.org/10.24200/jonus.vol11iss2pp1-15