Exploring the key influencing factors on college students’ computational thinking skills through flipped-classroom instruction

Table 3 Test of hypotheses

Hypotheses		Path coefficient	CR	Result of hypotheses	R²
H1	SSC → CTS	0.463^***	11.781	Supported	0.835
H2	LM → CTS	0.391^***	4.350	Supported
H3	LS → CTS	0.155^*	1.996	Supported
H4	LM → LS	0.873^***	9.115	Supported	0.788
H5	SSC → LS	0.021	0.450	Not Supported	0.788
H6	SSC → LM	0.683^***	8.913	Supported	0.467