The Interplay Between Self-regulated Learning and Programming Learning Achievement

Programming education has gradually become an integral part of the mandatory curriculum in schools. Previous research has provided various learning tools and techniques with the aim of promoting and popularizing programming education. This study, grounded in learning theories, examines the influence of learning interest on different stages of learning and learning outcomes. The findings reveal that interest in programming significantly affects the organization and critical thinking skills in programming learning. Moreover, critical thinking has a noteworthy impact on programming self-efficacy. This research contributes to our understanding of the intricate relationships between learning interest, critical thinking, and programming self-efficacy, shedding light on effective strategies for enhancing programming education at various learning stages.