This study investigated the effectiveness of computational thinking education in enhancing selfregulation skills. The population of this study consisted of sixth-grade students, and the sample was drawn from sixth-grade students in Alborz County, Qazvin Province, Iran, during the 2023-2024 academic year. A quasi-experimental design was employed, with two groups (control and experimental) participating. Each group consisted of 30 students. A convenience sampling method was used, but participants were randomly assigned to the control and experimental groups. The experimental group received instruction using the Scratch programming language. Both groups underwent seven training sessions, conducted by the same instructor. Pre and post-tests were administered to measure changes in self-regulation skills. The Buford self-regulation questionnaire, a 14-item instrument designed to assess self-regulation based on Bandura's social cognitive theory, was used. The questionnaire's items were measured on a Likert scale and assessed two factors: cognitive and metacognitive self-regulation strategies. The reliability and validity of the Buford questionnaire have been established in previous studies. The results of a covariance analysis indicated that there was no significant difference between the two groups in terms of the overall impact on self-regulation.
However, the experimental group scored higher on the metacognitive self-regulation dimension.
Therefore, it can be concluded that the type of educational media used for teaching computational thinking is not critical for increasing self-regulation. Computational thinking education, regardless of the medium, can enhance self-regulation skills.