To better understand students’ computational thinking skills (CTS) within the context of flipped-classroom instruction, a structural equation modeling analysis is employed to examine the key factors that influence student learning and students’ CTS when learning through flipped-classroom instruction. A total of 406 first-year college students responded to the survey. The results of this study show that student-to-student connectedness, learning motivation, and learning strategy have a direct impact on students’ CTS. In addition, indirect effects were found between student-to-student connectedness and CTS through learning motivation. Indirect effects were also found between learning motivation and CTS through the learning strategy in a flipped-classroom instruction situation. The findings of this research have practical implications for instructors, in that they should focus on the key factors that predict students’ computational thinking skills.

中文翻译：

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翻转课堂教学探究大学生计算思维能力的关键影响因素

为了更好地了解翻转课堂教学中学生的计算思维技能（CTS），采用结构方程模型分析来检验影响学生学习的关键因素和翻转课堂教学中学生的计算思维技能。共有 406 名一年级大学生回答了调查。本研究的结果表明，学生与学生的联系、学习动机和学习策略对学生的 CTS 有直接影响。此外，通过学习动机在学生与学生的联系和 CTS 之间发现了间接影响。通过翻转课堂教学情况下的学习策略，还发现了学习动机和 CTS 之间的间接影响。这项研究的结果对教师具有实际意义，