To explore the role of design thinking in contemporary computer literacy education, this study aimed to examine the relationship between young students’ design thinking disposition and their computer programming self-efficacy. To assess students’ design thinking disposition, this study developed the Design Thinking Disposition Scale (DTDS) with a sample of 350 junior high school students who had computer programming experience in a STEAM course. A principle axis factor analysis with the promax rotation method was used to verify the DTDS’s construct under the four dimensions: empathize, define, ideate and prototype. The Cronbach’s alpha reliability was .90 for the overall scale. Correlation analyses results showed that all the four dimensions were significantly correlated with computer programming self-efficacy assessed by CPSES. A significant regression model was found in which the three factors, ideate, prototype and define, significantly predicted the overall computer programming self-efficacy. Meanwhile, except for the ideate subscale, no gender difference was found in the young students’ design thinking dispositions. The students’ self-directed programming learning experience was shown to benefit their design thinking disposition. The DTDS can be applied to design-thinking-embedded computer literacy curricula such as makers, STEAM, or robotics education. Several further studies are also suggested.

为了探讨设计思维在当代计算机素养教育中的作用，本研究旨在检验年轻学生的设计思维倾向与他们的计算机编程自我效能之间的关系。为了评估学生的设计思维倾向量表，本研究以350名在STEAM课程中具有计算机编程经验的初中学生为样本，开发了设计思维倾向量表（DTDS）。使用promax旋转方法进行主轴系数分析，以验证DTDS在以下四个维度上的构造：同情，定义，构想和原型。Cronbach的alpha可靠性在整个范围内为0.90。相关分析结果表明，所有四个方面均与CPSES评估的计算机编程自我效能显着相关。发现了一个重要的回归模型，其中，构思，原型和定义这三个因素显着预测了整个计算机编程的自我效能。同时，除了主意在次级量表上，青年学生的设计思维倾向没有发现性别差异。展示了学生的自主编程学习经验，有助于他们的设计思维倾向。DTDS可以应用于嵌入设计思维的计算机素养课程，例如制造商，STEAM或机器人教育。还建议进一步研究。