{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,28]],"date-time":"2026-09-28T05:57:15Z","timestamp":1790575035785,"version":"4.1.0"},"reference-count":43,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,28]],"date-time":"2026-09-28T00:00:00Z","timestamp":1790553600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Generative artificial intelligence (GAI) is changing how novices engage with programming by enabling program creation through natural-language interaction, an approach increasingly described as vibe coding. This may be particularly relevant for preservice teachers, who are often expected to develop computational skills despite limited programming experience. Grounded in social cognitive theory, this study examined changes in programming self-efficacy and intentions to use GAI in education following a four-week vibe coding intervention.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A single-group pretest-posttest design was used with 159 preservice teachers (92.5% women) from four undergraduate programs at a Turkish state university. The intervention combined instructor demonstrations with individual programming tasks completed through natural-language prompting. Programming self-efficacy for simple and complex tasks and, as a secondary outcome, intentions to use GAI in education were assessed before and after the intervention.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Because full measurement invariance was not established, pretest-posttest differences were interpreted as changes in observed scores. Significant increases were found for simple-task self-efficacy (Cohen\u2019s dz\u202f=\u202f2.62), complex-task self-efficacy (Cohen\u2019s dz\u202f=\u202f1.72), and intentions to use GAI in education (Cohen\u2019s dz\u202f=\u202f0.29), with all comparisons remaining significant after Bonferroni correction.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>The findings provide preliminary evidence that structured vibe coding activities may be associated with greater programming-related confidence among preservice teachers. However, the absence of a control group prevents attribution of the observed changes to the intervention, and the large self-efficacy effects may partly reflect very low pretest scores and regression to the mean. In addition, the CPSES measures general programming confidence rather than unaided programming ability, so posttest gains may partly reflect confidence in completing tasks with GAI support. Future studies should use controlled designs and performance-based measures to determine whether increased confidence is accompanied by gains in independent programming competence.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1957111","type":"journal-article","created":{"date-parts":[[2026,9,28]],"date-time":"2026-09-28T05:44:50Z","timestamp":1790574290000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Vibe coding with preservice teachers: a single-group pretest-posttest pilot study of programming self-efficacy and intentions to use generative AI in education"],"prefix":"10.3389","volume":"17","author":[{"given":"Ka\u011fan","family":"K\u0131rcaburun","sequence":"first","affiliation":[{"name":"Educational Sciences Department, Duzce Universitesi Egitim Fakultesi","place":["D\u00fczce, T\u00fcrkiye"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,9,28]]},"reference":[{"key":"ref1","first-page":"46","article-title":"Self-efficacy perceptions of students who taking programming course at university for developing educational software","volume":"11","author":"Akso\u011fan","year":"2020","journal-title":"Adnan Menderes Univ. Fac. Educ. J. Educ. Sci."},{"key":"ref2","first-page":"297","article-title":"Programlamaya ili\u015fkin \u00d6z Yeterlilik Alg\u0131s\u0131 \u00d6l\u00e7e\u011finin T\u00fcrk\u00e7e Formunun G\u00fcvenirlik ve Ge\u00e7erlik \u00c7al\u0131\u015fmas\u0131","volume":"3","author":"Altun","year":"2012","journal-title":"J. Meas. Eval. Educ. Psychol."},{"key":"ref3","doi-asserted-by":"publisher","first-page":"191","DOI":"10.1037\/0033-295X.84.2.191","article-title":"Self-efficacy: toward a unifying theory of behavioral change","volume":"84","author":"Bandura","year":"1977","journal-title":"Psychol. Rev."},{"key":"ref4","volume-title":"Self-Efficacy: The Exercise of Control","author":"Bandura","year":"1997"},{"key":"ref5","doi-asserted-by":"publisher","first-page":"289","DOI":"10.1111\/j.2517-6161.1995.tb02031.x","article-title":"Controlling the false discovery rate: a practical and powerful approach to multiple testing","volume":"57","author":"Benjamini","year":"1995","journal-title":"Journal of the Royal Statistical Society: Series B (Methodological)"},{"key":"ref6","volume-title":"Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming","author":"Byrne","year":"2010"},{"key":"ref7","doi-asserted-by":"publisher","first-page":"e107468","DOI":"10.1016\/j.chb.2022.107468","article-title":"Towards intelligent-TPACK: an empirical study on teachers' professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education","volume":"138","author":"Celik","year":"2023","journal-title":"Comput. Hum. Behav."},{"key":"ref8","doi-asserted-by":"publisher","first-page":"e43","DOI":"10.1186\/s41239-023-00411-8","article-title":"Students' voices on generative AI: perceptions, benefits, and challenges in higher education","volume":"20","author":"Chan","year":"2023","journal-title":"Int. J. Educ. Technol. High. Educ."},{"key":"ref9","doi-asserted-by":"publisher","first-page":"233","DOI":"10.1207\/S15328007SEM0902_5","article-title":"Evaluating goodness-of-fit indexes for testing measurement invariance","volume":"9","author":"Cheung","year":"2002","journal-title":"Struct. Equ. Model."},{"key":"ref10","volume-title":"Statistical power Analysis for the Behavioral Sciences","author":"Cohen","year":"1988"},{"key":"ref11","doi-asserted-by":"publisher","first-page":"189","DOI":"10.2307\/249688","article-title":"Computer self-efficacy: development of a measure and initial test","volume":"19","author":"Compeau","year":"1995","journal-title":"MIS Q."},{"key":"ref12","doi-asserted-by":"publisher","first-page":"e22","DOI":"10.1186\/s41239-023-00392-8","article-title":"Artificial intelligence in higher education: the state of the field","volume":"20","author":"Crompton","year":"2023","journal-title":"Int. J. Educ. Technol. High. Educ."},{"key":"ref13","doi-asserted-by":"publisher","first-page":"319","DOI":"10.2307\/249008","article-title":"Perceived usefulness, perceived ease of use, and user acceptance of information technology","volume":"13","author":"Davis","year":"1989","journal-title":"MIS Q."},{"key":"ref14","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1080\/08874417.2026.2621186","article-title":"Responsible vibe coding: architecture, opportunities, and research agenda","author":"Elgendy","year":"2026","journal-title":"J. Comput. Inf. Syst."},{"key":"ref15","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1038\/s41598-026-67799-x","article-title":"The impact of vibe coding on students' programming self-efficacy and attitudes toward artificial intelligence","volume":"2026","author":"Emirtekin","year":"2026","journal-title":"Sci. Rep."},{"key":"ref16","doi-asserted-by":"publisher","first-page":"255","DOI":"10.1080\/15391523.2010.10782551","article-title":"Teacher technology change: how knowledge, confidence, beliefs, and culture intersect","volume":"42","author":"Ertmer","year":"2010","journal-title":"J. Res. Technol. Educ."},{"key":"ref17","volume-title":"Discovering Statistics using IBM SPSS Statistics","author":"Field","year":"2018"},{"key":"ref18","first-page":"10","author":"Finnie-Ansley","year":"2022"},{"key":"ref19","doi-asserted-by":"publisher","first-page":"39","DOI":"10.1177\/002224378101800104","article-title":"Evaluating structural equation models with unobservable variables and measurement error","volume":"18","author":"Fornell","year":"1981","journal-title":"J. Mark. Res."},{"key":"ref20","doi-asserted-by":"publisher","first-page":"38","DOI":"10.3102\/0013189X12463051","article-title":"Computational thinking in K\u201312: a review of the state of the field","volume":"42","author":"Grover","year":"2013","journal-title":"Educ. Res."},{"key":"ref21","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1080\/10705519909540118","article-title":"Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives","volume":"6","author":"Hu","year":"1999","journal-title":"Struct. Equ. Model."},{"key":"ref22","doi-asserted-by":"publisher","first-page":"e277","DOI":"10.3390\/ai7080277","article-title":"Let's code with GenAI: exploring K-12 teachers' self-efficacy, value beliefs, and coding performance","volume":"7","author":"Kang","year":"2026","journal-title":"AI"},{"key":"ref23","doi-asserted-by":"publisher","first-page":"e102274","DOI":"10.1016\/j.lindif.2023.102274","article-title":"ChatGPT for good? On opportunities and challenges of large language models for education","volume":"103","author":"Kasneci","year":"2023","journal-title":"Learn. Individ. Differ."},{"key":"ref24","doi-asserted-by":"publisher","first-page":"486","DOI":"10.1177\/0049124114543236","article-title":"The performance of RMSEA in models with small degrees of freedom","volume":"44","author":"Kenny","year":"2015","journal-title":"Sociol. Methods Res."},{"key":"ref25","doi-asserted-by":"publisher","first-page":"e147","DOI":"10.3390\/jintelligence14070147","article-title":"Generative AI use and critical thinking dispositions in higher education: a cross-sample study of the sequential role of metacognitive weakness and epistemic laziness","volume":"14","author":"K\u0131rcaburun","year":"2026","journal-title":"J. Intelligence"},{"key":"ref26","volume-title":"Principles and Practice of Structural Equation Modeling","author":"Kline","year":"2016"},{"key":"ref27","doi-asserted-by":"publisher","first-page":"100","DOI":"10.1109\/MC.2025.3634712","article-title":"Is vibe coding the future of software?","volume":"59","author":"Kshetri","year":"2026","journal-title":"Computer"},{"key":"ref28","volume-title":"Longitudinal Structural Equation Modeling","author":"Little","year":"2013"},{"key":"ref29","doi-asserted-by":"publisher","first-page":"51","DOI":"10.1016\/j.chb.2014.09.012","article-title":"Review on teaching and learning of computational thinking through programming: what is next for K-12?","volume":"41","author":"Lye","year":"2014","journal-title":"Comput. Hum. Behav."},{"key":"ref30","doi-asserted-by":"publisher","first-page":"213242","DOI":"10.1109\/ACCESS.2025.3645466","article-title":"Vibe coding as a reconfiguration of intent mediation in software development: definition, implications, and research agenda","volume":"13","author":"Meske","year":"2025","journal-title":"IEEE Access"},{"key":"ref31","doi-asserted-by":"publisher","first-page":"e558","DOI":"10.3390\/educsci16040558","article-title":"Leveraging generative AI through vibe coding: a case of simulation-based curriculum redesign in management education","volume":"16","author":"Munoz","year":"2026","journal-title":"Education"},{"key":"ref32","doi-asserted-by":"publisher","first-page":"e104837","DOI":"10.1016\/j.nepr.2026.104837","article-title":"The era of agentic AI: should nurses and midwives learn about vibe coding and AI agents for better health and care?","volume":"93","author":"O'Connor","year":"2026","journal-title":"Nurse Educ. Pract."},{"key":"ref33","doi-asserted-by":"publisher","first-page":"543","DOI":"10.3102\/00346543066004543","article-title":"Self-efficacy beliefs in academic settings","volume":"66","author":"Pajares","year":"1996","journal-title":"Rev. Educ. Res."},{"key":"ref34","doi-asserted-by":"publisher","first-page":"e57","DOI":"10.3390\/mti10050057","article-title":"From prompt to play: examining computational thinking through vibe coding in game making for pre-service teacher education","volume":"10","author":"Pellas","year":"2026","journal-title":"Multimodal Technol. Interact."},{"key":"ref35","first-page":"108","author":"Prather","year":"2023"},{"key":"ref36","doi-asserted-by":"publisher","first-page":"13","DOI":"10.1016\/j.compedu.2018.09.009","article-title":"The technology acceptance model (TAM): a meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education","volume":"128","author":"Scherer","year":"2019","journal-title":"Comput. Educ."},{"key":"ref37","doi-asserted-by":"publisher","first-page":"5142","DOI":"10.1080\/10494820.2023.2209881","article-title":"To use or not to use ChatGPT in higher education? A study of students\u2019 acceptance and use of technology","volume":"32","author":"Strzelecki","year":"2024","journal-title":"Interact. Learn. Environ."},{"key":"ref38","doi-asserted-by":"publisher","first-page":"751","DOI":"10.3102\/0034654308321456","article-title":"Sources of self-efficacy in school: critical review of the literature and future directions","volume":"78","author":"Usher","year":"2008","journal-title":"Rev. Educ. Res."},{"key":"ref39","doi-asserted-by":"publisher","first-page":"425","DOI":"10.2307\/30036540","article-title":"User acceptance of information technology: toward a unified view","volume":"27","author":"Venkatesh","year":"2003","journal-title":"MIS Q."},{"key":"ref40","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1145\/2576872","article-title":"Computational thinking in elementary and secondary teacher education","volume":"14","author":"Yadav","year":"2014","journal-title":"ACM Trans. Comput. Educ."},{"key":"ref41","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1177\/23328584251403990","article-title":"Exploring prospective teachers\u2019 intentions for artificial intelligence integration in education: the role of motivation","volume":"11","author":"Yurt","year":"2025","journal-title":"AERA Open"},{"key":"ref42","doi-asserted-by":"publisher","first-page":"e39","DOI":"10.1186\/s41239-019-0171-0","article-title":"Systematic review of research on artificial intelligence applications in higher education \u2014 where are the educators?","volume":"16","author":"Zawacki-Richter","year":"2019","journal-title":"Int. J. Educ. Technol. High. Educ."},{"key":"ref43","doi-asserted-by":"publisher","first-page":"82","DOI":"10.1006\/ceps.1999.1016","article-title":"Self-efficacy: an essential motive to learn","volume":"25","author":"Zimmerman","year":"2000","journal-title":"Contemp. Educ. Psychol."}],"container-title":["Frontiers in Psychology"],"original-title":[],"link":[{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2026.1957111\/full","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,9,28]],"date-time":"2026-09-28T05:44:52Z","timestamp":1790574292000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2026.1957111\/full"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,9,28]]},"references-count":43,"alternative-id":["10.3389\/fpsyg.2026.1957111"],"URL":"https:\/\/doi.org\/10.3389\/fpsyg.2026.1957111","relation":{},"ISSN":["1664-1078"],"issn-type":[{"value":"1664-1078","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,9,28]]},"article-number":"1957111"}}