| This dissertation examined the bidirectional relationship between self-regulation and learning to code in two kindergarten classrooms utilizing ScratchJr, a developmentally appropriate programming language software tool for children ages five to seven. This pilot study included 38 students, all of who participated in an eight-lesson ScratchJr curriculum. The program measured students' skills and success in three ways: Programming Score, Goal Completion Score, and Time on Task Score. The coding skill variables were compared to the participants' initial level of self-regulation as measured by the Head-Toes-Knees- Shoulders (HTKS) assessment. Results indicated that overall children in this study attempted and understood ScratchJr programming blocks and interface elements, regardless of initial self-regulation level (M = 2.95, SD = .79; N = 35, r(33) = .14, p < .41, 95% CI = [-.20, 46]. However, there were some differences in Goal Completion Score compared to initial level of self-regulation. There was a moderate correlation when comparing the average Goal Completion Score to initial level of self-regulation as measured by the HTKS pre-test (n = 34, r(32) = .36, p = .03, 95% CI [.03, .63]). This study also examined whether learning to code could impact self-regulation skills. In order to examine this question, one classroom participated in eight lessons of ScratchJr (n = 20), and a second classroom participated in sixteen lessons (n = 18). Both groups were pre-tested and post-tested on self-regulation skills before and after completion of the ScratchJr curriculum. Results indicated there might be a relationship between longer exposure to practicing coding in ScratchJr and an increase in self-regulation, as the 16-lesson group had an average self-regulation score increase of 23.0% versus the 8-lesson group whose self-regulation scores increased by 4.9%. However, as these results were not significant ( F(1, 33) = 2.23, p = .14, n 2partial= .06, 95% CI [-1.2, 8.0]), they should be interpreted with caution. Limitations of the current study, future directions for the study of programming languages, understanding how children learn to code, and implications for curriculum development were addressed. |
