Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency

International Journal of STEM Education

Table 5 Mediation analyses showing the direct, indirect, and total effects for the hypothesized model paths

Path	Direct effect		Mediator	Indirect effect		Total effect		Mediation
Path	β	p	Mediator	β	p	β	p	Mediation
NM–ML	− 0.121	0.155	AM	0.269	< 0.001	0.148	0.061	Full
NM–LLCT	0.144	0.058	AM	− 0.016	0.736	0.125	0.064	None
			ML	− 0.051	0.187	0.093	0.171	None
			AM–ML	0.113	< 0.001	0.257	< 0.01	Full
NM–HLCT	0.022	0.701	AM	0.030	0.450	0.052	0.247	None
			ML	− 0.045	0.181	− 0.023	0.718	None
			LLCT	0.049	0.091	0.071	0.259	None
			AM–LLCT	− 0.005	0.742	0.017	0.778	None
			ML–LLCT	− 0.017	0.210	0.005	0.933	None
			AM–ML	0.101	< .001	0.123	0.064	Full
			AM–ML–LLCT	0.038	< .01	0.060	0.289	Full
AM–LLCT	− 0.029	0.727	ML	0.203	< .001	0.174	< 0.05	Full
AM–HLCT	0.054	0.434	ML	0.181	< .001	0.235	< 0.001	Full
			LLCT	− 0.010	0.733	0.044	0.566	None
			ML–LLCT	0.069	< 0.001	0.123	0.084	Full
ML–HLCT	0.375	< .001	LLCT	0.142	< 0.001	0.517	< 0.001	Partial

NM: beliefs about the nature of mathematics; AM: attitude towards mathematics; ML: mathematical literacy; LLCT: lower level CT; HLCT: higher level CT