AI 中文总结
本研究对37名计算领域参与者的开放式调查回答进行认知网络分析，发现获得指导支持者的计算身份结构更整合，未获得指导者则更关联自我怀疑，且两组ENA得分存在显著差异。
AI 中文摘要
计算身份对学生参与计算活动、坚持学习及获得归属感具有重要作用，但仅通过调查测量难以捕捉身份发展过程。本研究考察37名计算相关领域参与者在开放式调查回答中计算身份的表达情况，采用定量人种学方法，应用认知网络分析（Epistemic Network Analysis, ENA）对识别、兴趣、能力、归属感、自我怀疑、 impostor综合征6种身份相关构念的共现模式进行建模，比较获得指导支持与未获得指导支持参与者的计算身份叙事结构。结果显示，获得指导支持的参与者在兴趣、能力、识别与归属感间的联系更强，表明其身份结构更整合且具支持性；未获得指导支持的参与者则在自我怀疑与 impostor综合征间的联系更强，说明其叙事中不确定性与无归属感的关联更紧密。对ENA得分的两样本t检验显示，两组在X轴上存在统计学显著差异，效应量大（Cohen's d=1.72）。这些发现表明，指导与计算身份结构的差异相关，可能帮助个体将自身兴趣、能力、认可及归属感与计算领域建立关联。
英文摘要
Computing identity plays an important role in students' participation, persistence, and sense of belonging in computing, yet identity development can be difficult to capture through survey measures alone. This study examines how computing identity is expressed in open-ended survey responses from 37 participants in computing-related fields. Using a Quantitative Ethnography approach, we applied Epistemic Network Analysis (ENA) to model co-occurrence patterns among six identity-related constructs: recognition, interest, competence, sense of belonging, self-doubt, and imposter syndrome. We compared the structure of computing identity narratives between participants who reported mentorship support and those who did not. Findings showed that participants with mentorship support had stronger connections among interest, competence, recognition, and sense of belonging, suggesting a more integrated and supportive identity structure. In contrast, participants without mentorship support showed stronger connections involving self-doubt and imposter syndrome, indicating that uncertainty and feelings of not belonging were more closely connected in their narratives. A two-sample t-test comparing ENA scores showed a statistically significant difference between the two groups along the X-axis, with a large effect size (Cohen's d = 1.72). These findings suggest that mentorship is associated with differences in the structure of computing identity and may help individuals connect their interests, abilities, recognition, and belonging within computing.
