二、数据分析实例
1. Pearson相关
- 《STEM教育国际前沿专题》：Stöhr,C. et al. (2020). The polarizing effect of the online flipped classroom. Computers & Education,147,103789. 浏览文章论坛（Cross-correlation analysis）
- Sun L, Hu L, Yang W, Zhou D, Wang X. (2021). STEM learning attitude predicts computational thinking skills among primary school students. Journal of Computer Assistted Learning. 37:346–358
- Sun L.H., Hu, L.L.,& Zhou, D.H. (2022).Programming attitudes predict computational thinking: Analysis of differences in gender and programming experience. Computers & Education,181.（调查了1180名初中生的CT技能（测验得分）与编程态度，计算了两者之间的Pearson相关系数，以及编程态度5个因子与CT的相关系数。）
- Chang, D., Hwang, GJ., Chang, SC. et al. (2021). Promoting students’ cross-disciplinary performance and higher order thinking: a peer assessment-facilitated STEM approach in a mathematics course. Educational Technology Research Development 69, 3281–3306.
- Tsarava, K. (2022). A cognitive definition of computational thinking in primary education. Computers & Education, 179, 104425. （调查研究，分析了192名小学生CT认知能力与其他认知思维的相关性）
- Polat, E., et al.(2021). A comprehensive assessment of secondary school students' computational thinking skills. British Journal of Educational Technology.52,(2).（调查了328名5-6年级学生，分析了CT表现和CT感知的相关性，数学成绩、IT成绩与CT表现的相关性等）
2. Spearman相关
- Rozgonjuk, D., Kraav, T., Mikkor, K. et al. (2020). Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning. International Journal of STEM Education 7, 46 .