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En el siguiente artículo se presenta una propuesta tecnológica denominada: HISTORITS 1.0, un Software Educativo para la enseñanza de la Historia010482<a class="citation_author_name" title="Navegar por nombre de Autor de Casique Rojas, Eloy" href="/fez/list/author/Casique Rojas, Eloy/">Casique Rojas, Eloy</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Castro, Yocelyn" href="/fez/list/author/Castro, Yocelyn/">Castro, Yocelyn</a> . (<span class="citation_date">2016</span>) <a class="citation_title" title="Click para ver : Software educativo Historits 1.0: Una propuesta innovadora para enseñar y aprender la historia del Trabajo Social" href="/fez/view/bibliuned:revistaComunitania-2016-11-5025">Software educativo Historits 1.0: Una propuesta innovadora para enseñar y aprender la historia del Trabajo Social</a>. RecordArtículo de revistaPublishedTrabajo SocialUniversidad Nacional de Educacion a Distancia (España). Facultad de Derecho. Departamento de Trabajo SocialCasique Rojas, EloyCastro, YocelynComunitania : revista internacional de trabajo social y ciencias socialesbibliuned:revistaComunitania-2016-11-5025http://e-spacio.uned.es/fez/view/bibliuned:revistaComunitania-2016-11-502511313911spaEducational software Historits 1.0: an innovative offer to teach and to learn the history of the Social Workpresmd_software_educativo.xmlsoftware_educativo.pdf2173-0512, EISSN: 2173-0520bibliuned:revistaComunitania-2016-11bibliuned:Setarticulobibliuned:SetopenaireComunitania : revista internacional de trabajo social y ciencias sociales. Año 2016, n. 11Set de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsCasique RojasAcceso abierto10.5944/comunitania.11.61.049423934232018-01-01T00:00:00Z152024-02-13T05:45:21Z2024-02-13T05:45:21ZExtending the nomological network of computational thinking with non-cognitive factorsbibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-0006Computational thinking (CT) is being consolidated as a key set of problem-solving skills that must be developed by the students to excel in our software-driven society. However, in psychological terms, CT is still a poorly defined construct, given that its nomological network has not been established yet. In a previous paper, we started to address this issue studying the correlations between CT and some fundamental cognitive variables, such as primary mental abilities and problem-solving ability. The current work deepens in the same direction as it aims to extend the nomological network of CT with non-cognitive factors, through the study of the correlations between CT, self-efficacy and the several dimensions from the ‘Big Five’ model of human personality: Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. To do so, the Computational Thinking Test (CTt) and some additional self-efficacy items are administered on a sample of 1251 Spanish students from 5th to 10th grade (N ¼ 1251), and the Big Five Questionnaire-Children version (BFQ-C) is also taken by a subsample from the above (n ¼ 99). Results show statistically significant correlations between CT and self-efficacy perception relative to CT performance (rs ¼ 0.41), in which gender differences in favor of males are found (d ¼ 0.42). Moreover, results show statistically significant correlations between CT and: Openness to Experience (r ¼ 0.41), Extraversion (r ¼ 0.30), and Conscientiousness (r ¼ 0.27). These findings are consistent with the existing literature except for the unexpected correlation between CT and the Extraversion factor of personality, which is consequently discussed in detail. Overall, our findings corroborate the existence of a non-cognitive side of CT that should be taken into account by educational policies and interventions aimed at fostering CT. As a final contribution, the extended nomological network of CT integrating cognitive and non-cognitive variables is depicted.0302<a class="citation_author_name" title="Navegar por nombre de Autor de Román-González, Marcos" href="/fez/list/author/Román-González, Marcos/">Román-González, Marcos</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Pérez-González, Juan Carlos" href="/fez/list/author/Pérez-González, Juan Carlos/">Pérez-González, Juan Carlos</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Moreno-León, Jesús" href="/fez/list/author/Moreno-León, Jesús/">Moreno-León, Jesús</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Robles, Gregorio" href="/fez/list/author/Robles, Gregorio/">Robles, Gregorio</a> . (<span class="citation_date">2018</span>) <a class="citation_title" title="Click para ver : Extending the nomological network of computational thinking with non-cognitive factors" href="/fez/view/bibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-0006">Extending the nomological network of computational thinking with non-cognitive factors</a>. RecordArtículo de revistaPublishedEducaciónLa versión registrada de este artículo, publicado por primera vez en Computers in Human Behavior, está disponible en línea en el sitio web del editor: Elsevier, https://doi.org/10.1016/j.chb.2017.09.030ElsevierRomán-González, MarcosPérez-González, Juan CarlosMoreno-León, JesúsRobles, Gregorio1Computers in Human Behaviorbibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-0006http://e-spacio.uned.es/fez/view/bibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-000644145980engPerez_Gonzalez_Juan_C_Computational.pdfpresmd_Perez_Gonzalez_Juan_C_Computational.xml0747-5632bibliuned:DptoMIDEII-FEDU-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento MIDE II (UNED). ArtículosSet de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsRomán-GonzálezAcceso abiertohttps://doi.org/10.1016/j.chb.2017.09.0300.5447744222222