This systematic review aims to explore how students' CS learning experience influences their perception of computational thinking. We identified 21 publications in SCOPUS and coded them for comparison and synthesis. Through a meta-analysis, we found a medium effect size (g =0.656; p<; 0.001) supporting the influence of CS learning on students' change of perception of CT. Through qualitative synthesis, results show that CS learning experience influences perception of CT in terms of self-efficacy, behavioral & emotional engagement, and awareness of careers. Findings provide insights to facilitate CT education strategies and promote educational equity in the STEM field.