https://m2.mtmt.hu/ eng 2026-05-01 03:08 JournalArticle 36297347 VALIDATED true 0 false 2026-04-27T09:01:37.706+0000 2025-08-28T10:45:28.559+0000 2025-08-24T12:46:21.320+0000 true 10099602 Kató Emese /api/admin/10099602 Admin Emese Kató (KIADÓK admin 3) true 2025-09-11T10:41:13.490+0000 2025-09-11T10:41:13.490+0000 2025-08-28T10:45:28.565+0000 true 10028864 Horváth Klára /api/admin/10028864 Admin Klára Horváth (ELTE PPK admin 5) true 10028864 true false true 24 24 /api/publicationtype/24 PublicationType Journal Article 1 true 24 JournalArticle true 10000059 Article true 24 24 /api/publicationtype/24 PublicationType Journal Article 1 true 24 JournalArticle /api/subtype/10000059 Szakcikk SubType Article (Journal Article) 101 true 10000059 true 1 /api/category/1 Category Scientific true 1 Aranyi, Gábor true false /api/journal/1320119 REVIEWED MAGYAR PSZICHOLÓGIAI SZEMLE 0025-0279 1588-2799 true true 1320119 true 1320119 true 0025-0279 1588-2799 Journal FOREIGN_AND_HUNGARIAN 80 2 275 300 275 26 2025 Háttér és célkitűzések: Az algoritmikus gondolkodás (Computational Thinking; CT) a hatékony ember-számítógép interakciók alapját képező problémamegoldó készségek csoportját jelenti, amely egyre növekvő jelentőséggel bír az oktatásban és a mindennapi életben. A CT megbízható mérése különösen fontos az oktatásfejlesztés szempontjából. Tanulmányunk a CT fogalmának rövid áttekintését követően bemutatja a CT két standardizált mérőeszközének magyar nyelvű adaptációját. Módszer: A CT teljesítmény mérésére magyar nyelvre fordítottuk a 28 tételes algoritmikus gondolkodás tesztet (Computational Thinking test; CTt), valamint annak 5, felnőttek számára nehezített tételét. A CT önbevallásos mérésére elkészítettük az algoritmikus gondolkodás skálák (Computational Thinking Scales; CTS) magyar fordítását. A fordítási folyamatot követően az eszközöket 203 magyar egyetemi hallgató adatán, klasszikus tesztelméleti alapon, megerősítő faktorelemzéssel teszteltük. Eredmények: A magyar CTt egydimenziós, megfelelő diszkriminációs erővel bíró, megbízható mérési eszköznek bizonyult. Az ötdimenziós, 29 tételt tartalmazó CTS-t a szakirodalom és a faktorelemzés alapján 15 tételesre redukáltuk. A magyar CTS faktorstruktúrája megerősítést nyert, a teljes skála megbízhatónak bizonyult, ugyanakkor az alskálák külön használata megbízhatósági és diszkriminációs érvényességi elemzések alapján csak korlátozott mértékben javasolt. Következtetések: A standardizált CT-mérés kulcsfontosságú mind az oktatás, mind a CT és annak pszichológiai korrelátumai közötti összetett összefüggések feltérképezése szempontjából. A CTt és CTS magyar változatai alkalmazhatók felnőttek vizsgálatára a felnőttoktatásban, továbbképzésben és munkahelyi kiválasztásban. A CT vizsgálatát célzó kutatási programunk következő lépése a CT mérőeszközök alkalmazása és értékelése magyar középiskolás diákok körében. true true 2025 false false true false true false GOLD 2026-04-27 true https://doi.org/10.1556/0016.2024.00132 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Q4 A false false false false 2025-08-27T08:40:47.876+0000 Magyar Pszichológiai Szemle szerkesztősége (Kiadók / MTA KFB); PPK hallgatók (ELTE / PPK); Pedagógiai és Pszichológiai Intézet – Szombathely (ELTE / PPK) 5 29 3 5 0 false Language 10001 /api/language/10001 Hungarian Magyar Hungarian true 1 true PersonAuthorship 127581703 /api/authorship/127581703 Aranyi, Gábor [Aranyi, Gábor (Pszichológia), author] Institute of Education and Psychology – Szombat... (ELTE) 1 0.2 true false false Author 10075939 /api/author/10075939 Gábor Aranyi (Pszichológia) Aranyi Gábor true true Aranyi Gábor true false false AuthorshipType 1 /api/authorshiptype/1 Author 0 true 0 true false true PersonAuthorship 127581704 /api/authorship/127581704 Schrőter, Petra [Schrőter, Petra (Pszichológia), author] ELTE PPK students (ELTE) 2 0.2 false false false Author 10095721 /api/author/10095721 Petra Schrőter (Pszichológia) Schrőter Petra true true Schrőter Petra true false false AuthorshipType 1 /api/authorshiptype/1 Author 0 true 0 true false true PersonAuthorship 127581705 /api/authorship/127581705 P. Remete, Eszter [Pergelné Remete, Eszter (Pszichológia, fej...), author] Institute of Education and Psychology – Szombat... (ELTE) 3 0.2 false false false Author 10023130 /api/author/10023130 Eszter Pergelné Remete (Pszichológia, fejlődéspszichológia) Pergelné Remete Eszter true 10023130 true P. Remete Eszter true false false AuthorshipType 1 /api/authorshiptype/1 Author 0 true 0 true false true PersonAuthorship 127581706 /api/authorship/127581706 Pachner, Orsolya [Pachner, Orsolya (Pszichológia), author] Institute of Education and Psychology – Szombat... (ELTE) 4 0.2 false false false Author 10037519 /api/author/10037519 Orsolya Pachner (Pszichológia) Pachner Orsolya true 10037519 true Pachner Orsolya true false false AuthorshipType 1 /api/authorshiptype/1 Author 0 true 0 true false true PersonAuthorship 127581707 /api/authorship/127581707 Kemény, Ferenc [Kemény, Ferenc (pszichológia), author] Institute of Education and Psychology – Szombat... (ELTE) 5 0.2 false true false Author 10030278 /api/author/10030278 Ferenc Kemény (pszichológia) Kemény Ferenc true 10030278 true Kemény Ferenc true false false AuthorshipType 1 /api/authorshiptype/1 Author 0 true 0 true false true Institute 21444 /api/institute/21444 Editorial office of Magyar Pszichológiai Szemle Kiadók / MTA KFB 0 false false true Magyar Pszichológiai Szemle szerkesztősége Editorial office of Magyar Pszichológiai Szemle true true PublicationIdentifier 29737507 /api/publicationidentifier/29737507 DOI: 10.1556/0016.2024.00132 PlainSource 6 /api/publicationsource/6 DOI PublicationSourceType 10001 /api/publicationsourcetype/10001 DOI true true true DOI DOI https://doi.org/@@@ true true 6 true GOLD true IDENTICAL 10.1556/0016.2024.00132 https://doi.org/10.1556/0016.2024.00132 false true PublicationIdentifier 29737511 /api/publicationidentifier/29737511 REAL: 222680 SwordSource 36 /api/publicationsource/36 REAL PublicationSourceType 10007 /api/publicationsourcetype/10007 Repozitórium true true true REAL REAL http://real.mtak.hu/@@@ true true 36 true GREEN true IDENTICAL 222680 http://real.mtak.hu/222680 false true PublicationIdentifier 29761703 /api/publicationidentifier/29761703 EDIT: 117692 SwordSource 92 /api/publicationsource/92 EDIT PublicationSourceType 10007 /api/publicationsourcetype/10007 Repozitórium true true true EDIT EDIT https://edit.elte.hu/xmlui/handle/10831/@@@ true true 92 true GREEN true IDENTICAL 117692 https://edit.elte.hu/xmlui/handle/10831/117692 false true PublicationIdentifier 29761699 /api/publicationidentifier/29761699 Scopus: 105006611533 PlainSource 3 /api/publicationsource/3 Scopus PublicationSourceType 10003 /api/publicationsourcetype/10003 Indexelő adatbázis false true true Scopus Scopus http://www.scopus.com/record/display.url?origin=inward&eid=2-s2.0-@@@ true true 3 true IDENTICAL 105006611533 http://www.scopus.com/record/display.url?origin=inward&eid=2-s2.0-105006611533 false true MtaRating 10486421 /api/mtarating/10486421 II. Committee on Pedagogy:A MAGYAR PSZICHOLÓGIAI SZEMLE 0025-0279 1588-2799 RatingType 10023 /api/ratingtype/10023 II. Committee on Pedagogy PedTB Institute 14107 /api/institute/14107 Pedagógiai Tudományos Bizottság HASSPHSII PedTB [1901-] 0 false true false Pedagógiai Tudományos Bizottság Pedagógiai Tudományos Bizottság true 14107 true true true A true true MtaRating 10487083 /api/mtarating/10487083 II. Committee on Psychology:A MAGYAR PSZICHOLÓGIAI SZEMLE 0025-0279 1588-2799 RatingType 10026 /api/ratingtype/10026 II. Committee on Psychology PsziTB Institute 14108 /api/institute/14108 Committee on Psychology HASSPHSII PsziTB [1901-] 0 false true false Pszichológiai Tudományos Bizottság Committee on Psychology true 14108 true true true A true true MtaRating 510438 /api/mtarating/510438 IX. Committee on Sociology:B hazai MAGYAR PSZICHOLÓGIAI SZEMLE 0025-0279 1588-2799 RatingType 10007 /api/ratingtype/10007 IX. Committee on Sociology SZTB Institute 14102 /api/institute/14102 Committee on Sociology HASSELIX SZTB [1901-] 0 false true false Szociológiai Tudományos Bizottság Committee on Sociology true 14102 true true true B hazai true 10438 true SjrRating 11617358 /api/sjrrating/11617358 sjr:Q4 (2025) Scopus - Psychology (miscellaneous) MAGYAR PSZICHOLÓGIAI SZEMLE 0025-0279 1588-2799 310 1.0 journal RatingType 10002 /api/ratingtype/10002 sjr sjr true true ClassificationExternal 3201 /api/classificationexternal/3201 Scopus - Psychology (miscellaneous) true 3201 true Q4 DIRECT true true Reference 67566285 /api/reference/67566285 1. Araujo, A. L. S. O., Andrade, W. L., Guerrero, D. D. S., & Melo, M. R. A. (2019). How many abilities can we measure in computational thinking? A study on Bebras challenge. In Proceedings of the 50th ACM technical symposium on computer science education (pp. 545–551). https://doi.org/10.1145/3287324.3287405. 1 false true Reference 67566286 /api/reference/67566286 2. Armoni, M. (2016). Computing in schools. Computer science, computational thinking, programming, coding: The anomalies of transitivity in K-12 computer science education. ACM Inroads, 7(4), 24–27. https://doi.org/10.1145/3011071. 2 false true Reference 67566287 /api/reference/67566287 3. Atmatzidou, S., & Demetriadis, S. (2016). Advancing students’ computational thinking skills through educational robotics: A study on age and gender relevant differences. Robotics and Autonomous Systems, 75, 661–670. https://doi.org/10.1016/j.robot.2015.10.008. 3 false true Reference 67566288 /api/reference/67566288 4. Bagozzi, R. P., & Yi, Y. (2012). Specification, evaluation, and interpretation of structural equation models. Journal of the Academy of Marketing Science, 40, 8–34. https://doi.org/10.1007/s11747-011-0278-x. 4 false true Reference 67566289 /api/reference/67566289 5. Balanskat, A., & Engelhardt, K. (2014). Computing our Future: Computer programming and coding-priorities, school curricula and initiatives across Europe. European Schoolnet. https://doi.org/10.13140/RG.2.1.5029.9048. 5 false true Reference 67566290 /api/reference/67566290 6. Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186. 6 false true Reference 67566291 /api/reference/67566291 7. Bers, M. U., Flannery, L., Kazakoff, E. R., & Sullivan, A. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers & Education, 72, 145–157. https://doi.org/10.1016/j.compedu.2013.10.020. 7 false true Reference 67566292 /api/reference/67566292 8. Bower, M., Wood, L. N., Lai, J. W. M., Highfield, K., Veal, J., Howe, C., … Mason, R. (2021). Improving the computational thinking pedagogical capabilities of school teachers. Australian Journal of Teacher Education, 42(3), 53–72. https://doi.org/10.3316/aeipt.215475. 8 false true Reference 67566293 /api/reference/67566293 9. Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American educational research association (Vol. 1, pp. 25). Vancouver, Canada. http://scratched.gse.harvard.edu/ct/files/AERA2012.pdf. 9 false true Reference 67566294 /api/reference/67566294 10. Brown, T. (2006). Confirmatory factor analysis for applied research. New York: Guildford. 10 false true Reference 67566295 /api/reference/67566295 11. Brown, N. C. C., Sentance, S., Crick, T., & Humphreys, S. (2014). Restart: The resurgence of computer science in UK schools. ACM Transactions on Computing Education, 14(2), 1–22. https://doi.org/10.1145/2602484. 11 false true Reference 67566296 /api/reference/67566296 12. Chan, S.-W., Looi, C.-K., & Sumintono, B. (2021). Assessing computational thinking abilities among Singapore secondary students: A Rasch model measurement analysis. Journal of Computers in Education, 8(2), 213–236. https://doi.org/10.1007/s40692-020-00177-2. 12 false true Reference 67566297 /api/reference/67566297 13. Chiprianov, V., & Gallon, L. (2016). Introducing computational thinking to K-5 in a French context. In Proceedings of the 2016 ACM conference on innovation and Technology in computer science education (pp. 112–117). https://doi.org/10.1145/2899415.2899439. 13 false true Reference 67566298 /api/reference/67566298 14. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum. 14 false true Reference 67566299 /api/reference/67566299 15. Denner, J., Werner, L., & Ortiz, E. (2012). Computer games created by middle school girls: Can they be used to measure understanding of computer science concepts? Computers & Education, 58(1), 240–249. https://doi.org/10.1016/j.compedu.2011.08.006. 15 false true Reference 67566300 /api/reference/67566300 16. Dierbach, C., Hochheiser, H., Collins, S., Jerome, G., Ariza, C., Kelleher, T., … Kaza, S. (2011). A model for piloting pathways for computational thinking in a general education curriculum. In Proceedings of the 42nd ACM technical symposium on computer science education (pp. 257–262). https://doi.org/10.1145/1953163.1953243. 16 false true Reference 67566301 /api/reference/67566301 17. Duncan, C., & Bell, T. (2015). A pilot computer science and programming course for primary school students. In Proceedings of the workshop in primary and secondary computing education (pp. 39–48). https://doi.org/10.1145/2818314.2818328. 17 false true Reference 67566302 /api/reference/67566302 18. El-Hamamsy, L., Zapata-Cáceres, M., Barroso, E. M., Mondada, F., Zufferey, J. D., & Bruno, B. (2022). The competent computational thinking test: Development and validation of an unplugged computational thinking test for upper primary school. Journal of Educational Computing Research, 60(7), 1818–1866. https://doi.org/10.1177/07356331221081753. 18 false true Reference 67566303 /api/reference/67566303 19. Fields, D. A., Kafai, Y. B., & Giang, M. T. (2017). Youth computational participation in the wild: Understanding experience and equity in participating and programming in the online scratch community. ACM Transactions on Computing Education (TOCE), 17(3), 1–22. https://doi.org/10.1145/3123815. 19 false true Reference 67566304 /api/reference/67566304 20. Finke, S., Kemény, F., Sommer, M., Krnjic, V., Arendasy, M., Slany, W., & Landerl, K. (2022). Unravelling the numerical and spatial underpinnings of computational thinking: A pre-registered replication study. Computer Science Education, 32(3), 313–334. https://doi.org/10.1080/08993408.2022.2079864. 20 false true Reference 67566305 /api/reference/67566305 21. Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 18(3), 328–388. https://doi.org/10.1177/002224378101800313. 21 false true Reference 67566306 /api/reference/67566306 22. Garneli, V., & Chorianopoulos, K. (2018). Programming video games and simulations in science education: Exploring computational thinking through code analysis. Interactive Learning Environments, 26(3), 386–401. https://doi.org/10.1080/10494820.2017.1337036. 22 false true Reference 67566307 /api/reference/67566307 23. Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38–43. https://doi.org/10.3102/0013189X12463051. 23 false true Reference 67566308 /api/reference/67566308 24. Guggemos, J., Seufert, S., & Román-González, M. (2019). Measuring computational thinking—adapting a performance test and a self-assessment instrument for German-speaking countries. In 16th international conference on cognition and exploratory learning in digital age (CELDA 2019, Cagliari, Italy, Nov 7-9, 2019). https://doi.org/10.33965/celda2019_201911L023. 24 false true Reference 67566309 /api/reference/67566309 25. Guggemos, J., Seufert, S., & Román-González, M. (2023). Computational thinking assessment – towards more vivid interpretations. Technology, Knowledge and Learning, 28(2), 539–568. https://doi.org/10.1007/s10758-021-09587-2. 25 false true Reference 67566310 /api/reference/67566310 26. Guillemin, F., Bombardier, C., & Beaton, D. (1993). Cross-cultural adaptation of health-related quality of life measures: Literature review and proposed guidelines. Journal of Clinical Epidemiology, 46(12), 1417–1432. https://doi.org/10.1016/0895-4356(93)90142-N. 26 false true Reference 67566311 /api/reference/67566311 27. Hambleton, R. K. (2002). Adapting achievement tests into multiple languages for international assessments. In A. C. Porter, & A. Gamoran (Eds.), Methodological advances in cross-national surveys of educational achievement (pp. 58–79). Washington, DC: National Academy Press. 27 false true Reference 67566312 /api/reference/67566312 28. Howland, K., & Good, J. (2015). Learning to communicate computationally with flip: A bi-modal programming language for game creation. Computers & Education, 80, 224–240. https://doi.org/10.1016/j.compedu.2014.08.014. 28 false true Reference 67566313 /api/reference/67566313 29. Hsu, T.-C., Chang, S.-C., & Hung, Y.-T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers & Education, 126, 296–310. https://doi.org/10.1016/j.compedu.2018.07.004. 29 false true Reference 67566314 /api/reference/67566314 30. Hurt, T., Greenwald, E., Allan, S., Cannady, M. A., Krakowski, A., Brodsky, L., … Dorph, R. (2023). The computational thinking for science (CT-S) framework: Operationalizing CT-S for K–12 science education researchers and educators. International Journal of STEM Education, 10(1), 1. https://doi.org/10.1186/s40594-022-00391-7. 30 false true Reference 67566315 /api/reference/67566315 31. Israel-Fishelson, R., & Hershkovitz, A. (2022). Studying interrelations of computational thinking and creativity: A scoping review (2011–2020). Computers & Education, 176, 104353. https://doi.org/10.1016/j.compedu.2021.104353. 31 false true Reference 67566316 /api/reference/67566316 32. ISTE (2015). Computational thinking: Leadership toolkit. https://www.iste.org/computational-thinking. 32 false true Reference 67566317 /api/reference/67566317 33. Kakavas, P., & Ugolini, F. C. (2022). Psychometric testing of the adapted computational thinking test in Greek culture: Ensuring its reliability, structure and convergent validity. ICERI2022 Proceedings (pp. 4281–4289). https://doi.org/10.21125/iceri.2022.1042., DOI: 10.21125/iceri.2022.1042 33 10.21125/iceri.2022.1042 false true Reference 67566318 /api/reference/67566318 34. Koh, K. H., Basawapatna, A., Nickerson, H., & Repenning, A. (2014). Real time assessment of computational thinking. In 2014 IEEE symposium on visual languages and human-centric computing (VL/HCC) (pp. 49–52). https://doi.org/10.1109/VLHCC.2014.6883021. 34 false true Reference 67566319 /api/reference/67566319 35. Kong, S. C., & Abelson, H. (2019). Computational thinking education. Springer Nature. http://library.oapen.org/handle/20.500.12657/23182. 35 false true Reference 67566320 /api/reference/67566320 36. Kong, S. C., & Wang, Y.-Q. (2023). Monitoring cognitive development through the assessment of computational thinking practices: A longitudinal intervention on primary school students. Computers in Human Behavior, 145, 107749. https://doi.org/10.1016/j.chb.2023.107749. 36 false true Reference 67566321 /api/reference/67566321 37. Korkmaz, Ö., Çakir, R., & Özden, M. Y. (2017). A validity and reliability study of the computational thinking scales (CTS). Computers in Human Behavior, 72, 558–569. https://doi.org/10.1016/j.chb.2017.01.005. 37 false true Reference 67566322 /api/reference/67566322 38. Kyriazos, T. (2018). Applied psychometrics: Writing-up a factor analysis construct validation study with examples. Psychology, 9(11), 2503–2530. https://doi.org/10.4236/psych.2018.911144. 38 false true Reference 67566323 /api/reference/67566323 39. Lafuente Martínez, M., Lévêque, O., Benítez, I., Hardebolle, C., & Zufferey, J. D. (2022). Assessing computational thinking: Development and validation of the algorithmic thinking test for adults. Journal of Educational Computing Research, 60(6), 1436–1463. https://doi.org/10.1177/07356331211057819. 39 false true Reference 67566324 /api/reference/67566324 40. Lee, J., Jung, Y., & Park, H. (2017). Gender differences in computational thinking, creativity, and academic interest on elementary SW education. Korean Association of Information Education, 21, 381–391. https://doi.org/10.14352/jkaie.2017.21.4.381. 40 false true Reference 67566325 /api/reference/67566325 41. Li, C. H. (2016). Confirmatory factor analysis with ordinal data: Comparing robust maximum likelihood and diagonally weighted least squares. Behavior Research Methods, 48(3), 936–949. https://doi.org/10.3758/s13428-015-0619-7. 41 false true Reference 67566326 /api/reference/67566326 42. Lu, C., Macdonald, R., Odell, B., Kokhan, V., Demmans Epp, C., & Cutumisu, M. (2022). A scoping review of computational thinking assessments in higher education. Journal of Computing in Higher Education, 34(2), 416–461. https://doi.org/10.1007/s12528-021-09305-y. 42 false true Reference 67566327 /api/reference/67566327 43. Lu, J. J., & Fletcher, G. H. L. (2009). Thinking about computational thinking. ACM SIGCSE Bulletin, 41(1), 260–264. https://doi.org/10.1145/1539024.1508959. 43 false true Reference 67566328 /api/reference/67566328 44. Lui, D., Walker, J. T., Hanna, S., Kafai, Y. B., Fields, D., & Jayathirtha, G. (2020). Communicating computational concepts and practices within high school students’ portfolios of making electronic textiles. Interactive Learning Environments, 28(3), 284–301. https://doi.org/10.1080/10494820.2019.1612446. 44 false true Reference 67566329 /api/reference/67566329 45. Manovich, L. (2013). Software takes command. New York: Bloomsbury. 45 false true Reference 67566330 /api/reference/67566330 46. Moreno-León, J., Robles, G., & Román-González, M. (2015). Dr. Scratch: Automatic analysis of Scratch projects to assess and foster computational thinking. RED – Revista de Educación a Distancia, 15(46), 1–23. https://doi.org/10.6018/red/46/10. 46 false true Reference 67566331 /api/reference/67566331 47. Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books. 47 false true Reference 67566332 /api/reference/67566332 48. Perković, L., Settle, A., Hwang, S., & Jones, J. (2010). A framework for computational thinking across the curriculum. In Proceedings of the fifteenth annual conference on innovation and Technology in computer science education (pp. 123–127). https://doi.org/10.1145/1822090.1822126. 48 false true Reference 67566333 /api/reference/67566333 49. Polat, E., Hopcan, S., Kucuk, S., & Sisman, B. (2021). A comprehensive assessment of secondary school students’ computational thinking skills. British Journal of Educational Technology, 52(5), 1965–1980. https://doi.org/10.1111/bjet.13092. 49 false true Reference 67566334 /api/reference/67566334 50. R Core Team (2019). R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing. 50 false true Reference 67566335 /api/reference/67566335 51. Román-González, M. (2015). Computational thinking test: Design guidelines and content validation. In Proceedings of EDULEARN15 conference (6th–8th July 2015, Barcelona, Spain) (pp. 2436–2444). https://doi.org/10.13140/RG.2.1.4203.4329. 51 false true Reference 67566336 /api/reference/67566336 52. Román-González, M., Pérez-González, J.-C., & Jiménez-Fernández, C. (2017). Which cognitive abilities underlie computational thinking? Criterion validity of the computational thinking test. Computers in Human Behavior, 72, 678–691. https://doi.org/10.1016/j.chb.2016.08.047. 52 false true Reference 67566337 /api/reference/67566337 53. Román-González, M., Pérez-González, J.-C., Moreno-León, J., & Robles, G. (2018). Extending the nomological network of computational thinking with non-cognitive factors. Computers in Human Behavior, 80, 441–459. https://doi.org/10.1016/j.chb.2017.09.030. 53 false true Reference 67566338 /api/reference/67566338 54. Rosman, T., Mayer, A.-K., & Krampen, G. (2015). Combining self-assessments and achievement tests in information literacy assessment: Empirical results and recommendations for practice. Assessment & Evaluation in Higher Education, 40(5), 740–754. https://doi.org/10.1080/02602938.2014.950554. 54 false true Reference 67566339 /api/reference/67566339 55. Rosseel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02. 55 false true Reference 67566340 /api/reference/67566340 56. Rushkoff, D. (2011). Program or be Programmed: Ten commands for a digital age. New York: OR Books. 56 false true Reference 67566341 /api/reference/67566341 57. Seiter, L., & Foreman, B. (2013). Modeling the learning progressions of computational thinking of primary grade students. In Proceedings of the ninth annual international ACM conference on international computing education research (pp. 59–66). https://doi.org/10.1145/2493394.2493403. 57 false true Reference 67566342 /api/reference/67566342 58. Settle, A., Franke, B., Hansen, R., Spaltro, F., Jurisson, C., Rennert-May, C., & Wildeman, B. (2012). Infusing computational thinking into the middle- and high-school curriculum. In Proceedings of the 17th ACM annual conference on innovation and Technology in computer science education (pp. 22–27). https://doi.org/10.1145/2325296.2325306. 58 false true Reference 67566343 /api/reference/67566343 59. Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review, 22, 142–158. https://doi.org/10.1016/j.edurev.2017.09.003. 59 false true Reference 67566344 /api/reference/67566344 60. Sireci, S. G., Yang, Y., Harter, J., & Ehrlich, E. J. (2006). Evaluating guidelines for test adaptations: A methodological analysis of translation quality. Journal of Cross-Cultural Psychology, 37(5), 557–567. https://doi.org/10.1177/0022022106290478. 60 false true Reference 67566345 /api/reference/67566345 61. Spieler, B., & Kemeny, F. (2020). Design, complexity, and coding: A framework to evaluate games. In Proceedings of the 14th international conference on game based learning (ECGBL) (pp. 558–566). https://doi.org/10.34190/GBL.20.156. 61 false true Reference 67566346 /api/reference/67566346 62. Sullivan, A., Kazakoff, E. R., & Bers, M. U. (2013). The wheels on the bot go round and round: Robotics curriculum in pre-kindergarten. Journal of Information Technology Education: Innovations in Practice, 12, 203–219. http://www.jite.org/documents/Vol12/JITEv12IIPp203-219Sullivan1257.pdf. 62 false true Reference 67566347 /api/reference/67566347 63. Tang, X., Yin, Y., Lin, Q., Hadad, R., & Zhai, X. (2020). Assessing computational thinking: A systematic review of empirical studies. Computers & Education, 148, 103798. https://doi.org/10.1016/j.compedu.2019.103798. 63 false true Reference 67566348 /api/reference/67566348 64. Tsarava, K., Moeller, K., Román-González, M., Golle, J., Leifheit, L., Butz, M. V., & Ninaus, M. (2022). A cognitive definition of computational thinking in primary education. Computers & Education, 179, 104425. https://doi.org/10.1016/j.compedu.2021.104425. 64 false true Reference 67566349 /api/reference/67566349 65. Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking for Mathematics and science classrooms. Journal of Science Education and Technology, 25(1), 127–147. https://doi.org/10.1007/s10956-015-9581-5. 65 false true Reference 67566350 /api/reference/67566350 66. Werner, L., Denner, J., Campe, S., & Kawamoto, D. C. (2012). The fairy performance assessment: Measuring computational thinking in middle school. In Proceedings of the 43rd ACM technical symposium on computer science education (pp. 215–220). https://doi.org/10.1145/2157136.2157200. 66 false true Reference 67566351 /api/reference/67566351 67. Wickham, H., Averick, M., Bryan, J., Chang, W., McGowan, L. D., Francois, R., … Yutani, H. (2019). Welcome to the tidyverse. Journal of Open Source Software, 4(43), 1686. https://doi.org/10.21105/joss.01686. 67 false true Reference 67566352 /api/reference/67566352 68. Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35. https://doi.org/10.1145/1118178.1118215. 68 false true Reference 67566353 /api/reference/67566353 69. Xia, Y., & Yang, Y. (2019). RMSEA, CFI, and TLI in structural equation modeling with ordered categorical data: The story they tell depends on the estimation methods. Behavior Research Methods, 51, 409–428. https://doi.org/10.3758/s13428-018-1055-2. 69 false true Reference 67566354 /api/reference/67566354 70. Zeng, Y., Yang, W., & Bautista, A. (2023). Computational thinking in early childhood education: Reviewing the literature and redeveloping the three-dimensional framework. Educational Research Review, 39, 100520. https://doi.org/10.1016/j.edurev.2023.100520. 70 false true /api/publication/36297347 Aranyi Gábor et al. Az algoritmikus gondolkodás teszt és az algoritmikus gondolkodás skálák magyar nyelvű adaptációja. (2025) MAGYAR PSZICHOLÓGIAI SZEMLE 0025-0279 1588-2799 80 2 275-300<div class="JournalArticle Publication long-list"> <div class="authors"> <img title="Forrásközlemény" style="float: left" src="/frontend/resources/grid/publication-core-icon.png"> <div class="autype autype0"> <span class="author-name" mtid="10075939"><a href="/gui2/?type=authors&mode=browse&sel=10075939" target="_blank">Aranyi Gábor (<span class="authorship-author-name">Aranyi Gábor</span> <span class="authorAux-mtmt"> Pszichológia</span>) </a> </span> <span class="author-affil"><span title="Eötvös Loránd University">ELTE</span>/<span title="Faculty of Education and Psychology">Pedagógiai és Pszichológiai Kar</span>/Institute of Education and Psychology – Szombathely</span> ;&nbsp;&nbsp;&nbsp; <span class="author-name" mtid="10095721"><a href="/gui2/?type=authors&mode=browse&sel=10095721" target="_blank">Schrőter Petra (<span class="authorship-author-name">Schrőter Petra</span> <span class="authorAux-mtmt"> Pszichológia</span>) </a> </span> <span class="author-affil"><span title="Eötvös Loránd University">ELTE</span>/<span title="Faculty of Education and Psychology">Pedagógiai és Pszichológiai Kar</span>/ELTE PPK students</span> ;&nbsp;&nbsp;&nbsp; <span class="author-name" mtid="10023130"><a href="/gui2/?type=authors&mode=browse&sel=10023130" target="_blank">P. Remete Eszter (<span class="authorship-author-name">Pergelné Remete Eszter</span> <span class="authorAux-mtmt"> Pszichológia, fejlődéspszichológia</span>) </a> </span> <span class="author-affil"><span title="Eötvös Loránd University">ELTE</span>/<span title="Faculty of Education and Psychology">Pedagógiai és Pszichológiai Kar</span>/Institute of Education and Psychology – Szombathely</span> ;&nbsp;&nbsp;&nbsp; <span class="author-name" mtid="10037519"><a href="/gui2/?type=authors&mode=browse&sel=10037519" target="_blank">Pachner Orsolya (<span class="authorship-author-name">Pachner Orsolya</span> <span class="authorAux-mtmt"> Pszichológia</span>) </a> </span> <span class="author-affil"><span title="Eötvös Loránd University">ELTE</span>/<span title="Faculty of Education and Psychology">Pedagógiai és Pszichológiai Kar</span>/Institute of Education and Psychology – Szombathely</span> ;&nbsp;&nbsp;&nbsp; <span class="author-name" mtid="10030278"><a href="/gui2/?type=authors&mode=browse&sel=10030278" target="_blank">Kemény Ferenc (<span class="authorship-author-name">Kemény Ferenc</span> <span class="authorAux-mtmt"> pszichológia</span>) </a> </span> <span class="author-affil"><span title="Eötvös Loránd University">ELTE</span>/<span title="Faculty of Education and Psychology">Pedagógiai és Pszichológiai Kar</span>/Institute of Education and Psychology – Szombathely</span> </div> </div> <div class="title"><a href="/gui2/?mode=browse&params=publication;36297347" target="_blank">Az algoritmikus gondolkodás teszt és az algoritmikus gondolkodás skálák magyar nyelvű adaptációja</a></div> <div> <span class="journal-title">MAGYAR PSZICHOLÓGIAI SZEMLE</span> <span class="journal-issn">(<a target="_blank" href="https://portal.issn.org/resource/ISSN/0025-0279">0025-0279</a> <a target="_blank" href="https://portal.issn.org/resource/ISSN/1588-2799">1588-2799</a>)</span>: <span class="journal-volume">80</span> <span class="journal-issue">2</span> <span class="page"> pp 275-300 </span> <span class="year">(2025)</span> </div> <div class="pub-footer"> <span class="language" xmlns="http://www.w3.org/1999/html">Language: Hungarian | </span> <span class="identifiers"> <span class="id identifier oa_GOLD" title=" Gold "> <a style="color:blue" title="10.1556/0016.2024.00132" target="_blank" href="https://doi.org/10.1556/0016.2024.00132"> DOI </a> </span> <span class="id identifier oa_GREEN" title=" Green "> <a style="color:blue" title="222680" target="_blank" href="http://real.mtak.hu/222680"> REAL </a> </span> <span class="id identifier oa_GREEN" title=" Green "> <a style="color:blue" title="117692" target="_blank" href="https://edit.elte.hu/xmlui/handle/10831/117692"> EDIT </a> </span> <span class="id identifier oa_none" title="none"> <a style="color:blue" title="105006611533" target="_blank" href="http://www.scopus.com/record/display.url?origin=inward&eid=2-s2.0-105006611533"> Scopus </a> </span> </span> <OnlyViewableByAuthor><div class="ratings"> <div class="journal-subject">Journal subject: Scopus - Psychology (miscellaneous)&nbsp;&nbsp;&nbsp;Rank:&nbsp;Q4</div> <div class="journal-subject">Pedagógiai Tudományos Bizottság HASSPHSII PedTB [1901-]&nbsp;&nbsp;&nbsp;A</div> <div class="journal-subject">Committee on Psychology HASSPHSII PsziTB [1901-]&nbsp;&nbsp;&nbsp;A</div> <div class="journal-subject">Committee on Sociology HASSELIX SZTB [1901-]&nbsp;&nbsp;&nbsp;B hazai</div> </div></OnlyViewableByAuthor> <div class="mtid"><span class="long-pub-mtid">Publication: 36297347</span> | <span class="status-data status-VALIDATED"> Validated </span> Core | <span class="type-subtype">Journal Article ( Article ) </span> | <span class="pub-category">Scientific</span> | <span class="publication-sourceOfData"></span> </div> <div class="special-affiliations"> Special affiliation: Editorial office of Magyar Pszichológiai Szemle </div> <div class="lastModified">Last Modified: 2025.08.28. 12:45 Klára Horváth (ELTE PPK admin 5) </div> </div></div>