{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,17]],"date-time":"2026-02-17T16:09:00Z","timestamp":1771344540671,"version":"3.50.1"},"reference-count":66,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2025,12,17]],"date-time":"2025-12-17T00:00:00Z","timestamp":1765929600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2025,12,17]],"date-time":"2025-12-17T00:00:00Z","timestamp":1765929600000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"funder":[{"DOI":"10.13039\/100020595","name":"National Science and Technology Council","doi-asserted-by":"publisher","award":["NSTC113\u20102410\u2010H\u2010003\u2010015\u2010MY3"],"award-info":[{"award-number":["NSTC113\u20102410\u2010H\u2010003\u2010015\u2010MY3"]}],"id":[{"id":"10.13039\/100020595","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2026,2]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>In the dynamic field of programming education, cultivating learners' autonomy and perseverance is paramount, a goal effectively underpinned by self\u2010regulated learning (SRL). SRL empowers students to actively manage their own learning processes through strategic planning, monitoring and evaluation. Among the myriad of SRL strategies, goal\u2010setting serves as a critical pre\u2010action planning and monitoring mechanism, guiding learners towards specific achievements, while self\u2010explanation acts as a powerful metacognitive tool for real\u2010time monitoring and reflection, helping learners to articulate and refine their understanding. Despite their theoretical importance within SRL, there remains a significant gap in understanding how these specific strategies\u2014particularly variations in goal\u2010setting and self\u2010explanation\u2014can be optimally implemented and their combined effects investigated within elementary programming contexts, especially considering the unique cognitive and developmental needs of younger learners.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>This study aimed to examine the effects of different goal\u2010setting and self\u2010explanation strategies on elementary students' programming performance and learning attitudes.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      A 2\u2009\u00d7\u20092 quasi\u2010experimental design was conducted with 160 sixth\u2010grade students in an 8\u2010week Scratch\u2010based game project,\n                      <jats:italic>Maze Escape<\/jats:italic>\n                      . Students were assigned to four groups combining goal\u2010setting (phase vs. overall) and self\u2010explanation (focused vs. open\u2010ended), and their programming performance and learning attitudes were assessed after the intervention.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results and Conclusions<\/jats:title>\n                    <jats:p>Students who received phase\u2010goal instructions combined with focused self\u2010explanation showed stronger comprehension of core programming concepts. Those assigned to overall\u2010goal setting with focused explanation demonstrated the best performance in programming application and problem\u2010solving. These strategies also enhanced learning motivation, particularly for students who received either phase goal\u2010setting or focused self\u2010explanation, underscoring the value of integrating SRL supports in elementary programming.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcal.70177","type":"journal-article","created":{"date-parts":[[2025,12,18]],"date-time":"2025-12-18T05:43:43Z","timestamp":1766036623000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Goal\u2010Setting and Self\u2010Explanation in Elementary Programming: A Self\u2010Regulated Learning Study"],"prefix":"10.1002","volume":"42","author":[{"given":"Ming\u2010Puu","family":"Chen","sequence":"first","affiliation":[{"name":"Graduate Institute of Information and Computer Education, National Taiwan Normal University  Taipei City Taiwan"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4850-9861","authenticated-orcid":false,"given":"Chia\u2010Yen","family":"Feng","sequence":"additional","affiliation":[{"name":"Graduate Institute of Information and Computer Education, National Taiwan Normal University  Taipei City Taiwan"}]}],"member":"311","published-online":{"date-parts":[[2025,12,17]]},"reference":[{"issue":"4","key":"e_1_2_13_2_1","first-page":"13","article-title":"Role of Goal\u2010Setting and Planning on Students Academic Performance of Computational Mathematics: A Bayesian Inference Approach","volume":"4","author":"Akram H.","year":"2024","journal-title":"Educational Research and Innovation"},{"key":"e_1_2_13_3_1","doi-asserted-by":"publisher","DOI":"10.53543\/jeps.vol14iss1pp54\u201070"},{"key":"e_1_2_13_4_1","doi-asserted-by":"publisher","DOI":"10.3102\/00346543070002181"},{"key":"e_1_2_13_5_1","volume-title":"Self\u2010Efficacy in Changing Societies","author":"Bandura A.","year":"1997"},{"key":"e_1_2_13_6_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11251\u2010008\u20109051\u2010z"},{"key":"e_1_2_13_7_1","unstructured":"Brennan K. andM.Resnick.2012.New Frameworks for Studying and Assessing the Development of Computational Thinking. 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