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arXiv 2405.03416cs.CY
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计算专业人士与学生的心理健康:一项系统性文献综述

Mental health of computing professionals and students: A systematic literature review

Alicia Julia Wilson Takaoka, Kshitij Sharma

AI总结:

本文通过系统性文献综述揭示了计算教育全过程中焦虑和抑郁高发的共同因素,指出既有干预多依赖自我指导,并建议扩大样本量、开发面向计算专业人士和学生的专用工具与干预措施。

摘要:

心理健康与计算教育的交叉领域尚未得到充分研究。在这项系统性文献综述中,我们评估了计算机科学与计算教育中有关心理健康与幸福感干预、评估以及焦虑和抑郁等问题的研究现状。所评估的研究覆盖了从入门课程到博士课程的计算教育全过程,并发现了一些共同因素,这些因素导致了研究对象中焦虑和抑郁的高报告率。此外,旨在解决心理健康主题的干预措施往往围绕自我指导展开。基于我们的文献综述,我们建议增加样本量,并专注于设计和开发专门针对计算专业人士与学生的工具和干预措施。

英文摘要:

The intersections of mental health and computing education is under-examined. In this systematic literature review, we evaluate the state-of-the-art of research in mental health and well-being interventions, assessments, and concerns like anxiety and depression in computer science and computing education. The studies evaluated occurred across the computing education pipeline from introductory to PhD courses and found some commonalities contributing to high reporting of anxiety and depression in those studied. In addition, interventions that were designed to address mental health topics often revolved around self-guidance. Based on our review of the literature, we recommend increasing sample sizes and focusing on the design and development of tools and interventions specifically designed for computing professionals and students.

机构、总结、中文摘要均由AI分析而来,可能存在错误,请以论文正文为准。

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