Revista de Psicodidáctica (English ed.)最新文献_第6页

The prediction of teacher credibility on student motivation: Academic engagement and satisfaction as mediating variables 教师信誉度对学生学习动机的预测:学业投入和满意度为中介变量

Revista de Psicodidáctica (English ed.) Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.05.001

Facundo Froment , Manuel de-Besa Gutiérrez

{"title":"The prediction of teacher credibility on student motivation: Academic engagement and satisfaction as mediating variables","authors":"Facundo Froment , Manuel de-Besa Gutiérrez","doi":"10.1016/j.psicoe.2022.05.001","DOIUrl":"https://doi.org/10.1016/j.psicoe.2022.05.001","url":null,"abstract":"<div>Students' perceptions of teachers' behavior in the classroom affect the teaching-learning process, impacting on various variables such as academic motivation, considered one of the most relevant factors in student learning. Student motivation is a relevant link between teacher behavior and student learning, so it is important to analyze students' perceptions of teacher behavior and its relationship with academic motivation. In this sense, students' perceptions of teacher credibility constitute one of the most relevant elements in the teaching-learning process. The objective of the study was to predict student motivation based on their perceptions of teacher credibility, mediated by their engagement and satisfaction. 487 students from the University of Cádiz participated and were administered the Credibility Scale, the Classroom Engagement Scale, the Academic Satisfaction Scale and the State Motivation Scale. The data were analyzed using a partial least squares structural equation modeling (PLS-SEM). The results show positive relationships between teacher credibility and engagement, satisfaction and motivation; between engagement and satisfaction and motivation and between satisfaction and motivation. Likewise, engagement has a mediating effect on the relationship between teaching credibility and motivation; satisfaction has a mediating effect on the relationship between teaching credibility and motivation; engagement has a mediating effect on the relationship between teacher credibility and satisfaction and satisfaction has a mediating effect on the relationship between engagement and motivation. Finally, through the predictive validity of the model, it is determined that teacher credibility, engagement and satisfaction predict motivation. The practical implications of the study involve enriching teaching by managing the credibility of teachers so that students are engaged, satisfied and motivated in the classroom.</div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"27 2","pages":"Pages 149-157"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71864612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Multilevel meta-analysis of school mindfulness-based intervention programs in Spain 西班牙学校正念干预项目的多层次元分析

Revista de Psicodidáctica (English ed.) Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.05.002

María José Arenilla Villalba, David Alarcón Rubio, María Amapola Povedano Díaz

{"title":"Multilevel meta-analysis of school mindfulness-based intervention programs in Spain","authors":"María José Arenilla Villalba, David Alarcón Rubio, María Amapola Povedano Díaz","doi":"10.1016/j.psicoe.2022.05.002","DOIUrl":"https://doi.org/10.1016/j.psicoe.2022.05.002","url":null,"abstract":"<div>Numerous studies support the benefits of mindfulness-based interventions (MBIs) in children and adolescents. Recent meta-analyses on the efficacy of these interventions in educational settings have found significant improvements in cognitive and behavioral measures with effect sizes ranging from small to moderate. However, no meta-analyses have evaluated the efficacy of MBIs in the Spanish educational setting. In this study, a systematic search of published articles and doctoral theses was performed through March 2022, with randomized controlled trials (RCTs) as an eligibility criterion. Eighteen studies with 1471 participants were included in the three-level meta-analysis. The overall average effect size was significant (g = 0.62), and significant effect sizes were obtained for all dimensions except for the mindfulness skills dimension, which included the following variables: personal and social development (g = 0.84), mood states (g = 0.44), cognitive functions (g = 0.67), emotional intelligence (g = 0.61), emotional and behavioral adjustment (g = 0.54), and mindfulness skills (g = 0.51). The analysis of the moderating variables showed that all the MBI types analyzed have significant effects, especially among the older participants, and that engaging in home practice and increasing the session duration in minutes improves their effectiveness. The results are relevant for research and for the implementation of mindfulness-based intervention programs in educational centers.</div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"27 2","pages":"Pages 109-117"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2530380522000089/pdfft?md5=469c16c2f4d56b9fabbb0a9c2293a203&pid=1-s2.0-S2530380522000089-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71864610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effects of a teacher training program on neuroeducation in improving reading, mathematical, social, emotional and moral competencies of secondary school students. A two-year quasi-experimental study 神经教育对中学生阅读、数学、社交、情感和道德能力提升的影响。一项为期两年的准实验研究

Revista de Psicodidáctica (English ed.) Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.04.002

María Caballero, Vicente J. Llorent

{"title":"The effects of a teacher training program on neuroeducation in improving reading, mathematical, social, emotional and moral competencies of secondary school students. A two-year quasi-experimental study","authors":"María Caballero, Vicente J. Llorent","doi":"10.1016/j.psicoe.2022.04.002","DOIUrl":"https://doi.org/10.1016/j.psicoe.2022.04.002","url":null,"abstract":"<div>Teacher training is directly related to the quality of the educational process. In recent years, the contributions of neuroeducation have begun to be valued as an important element to improve teachers' skills. The current study has the objective of measuring the effectiveness of a teacher training program in neuroeducation through the improvement of three key competencies, reading, mathematical, social, emotional and moral competencies in secondary school students. This quasi-experimental study was carried out over two years, in which there have been two experimental and one control group, with 209 participants from all three schools in the same town of Spain (53.2% girls and 46.8% boys). The subjects are from all the classes of 1st grade of Secondary Education in the pre-test (M  =.45). After carrying out a repeated-measures ANOVA, the results show a significant effect of the intervention on reading competence, mathematical competence and empathy (social and emotional area) between the experimental groups and the control one. These findings invite us to think about the potential of neuroeducation in schools and have implications for educational policies, teacher training and school practice.</div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"27 2","pages":"Pages 158-167"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2530380522000053/pdfft?md5=5cd4be776176b0d5b7b03a2156d4307b&pid=1-s2.0-S2530380522000053-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71865847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Bullying in adolescence: Impact on socioemotional and behavioral adjustment 青少年恃强凌弱:对社会情绪和行为适应的影响

Revista de Psicodidáctica (English ed.) Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.02.003

Ildefonso Álvarez Marín , Alicia Pérez-Albéniz , Beatriz Lucas-Molina , Vanesa Martínez Valderrey , Eduardo Fonseca-Pedrero

{"title":"Bullying in adolescence: Impact on socioemotional and behavioral adjustment","authors":"Ildefonso Álvarez Marín , Alicia Pérez-Albéniz , Beatriz Lucas-Molina , Vanesa Martínez Valderrey , Eduardo Fonseca-Pedrero","doi":"10.1016/j.psicoe.2022.02.003","DOIUrl":"https://doi.org/10.1016/j.psicoe.2022.02.003","url":null,"abstract":"<div>Bullying is a form of repeated aggression against a person with the intent to harm and participate in a situation of abuse of power. The main goal of this study has been to analyze the association between school bullying and the socio-emotional and behavioral adjustment of adolescents involved in bullying situations as victims or as aggressors. To identify the groups under study, the European Bullying Intervention Project Questionnaire (EBIP-Q) was administered. A sample selected by stratified random cluster sampling was made, consisting of 1777 (54,1% women, M  =1.26). The dimensional model of two interrelated factors (victimization and aggression) showed a good fit to the data, as well as measurement invariance by gender. The omega coefficient of the victimization and aggression subscales has been .81 and .80, respectively. Statistically significant differences were found between victim and non-victim groups, and between victims and aggressors in self-esteem, symptoms of depression, and emotional and behavioral difficulties. The victims have obtained lower scores in self-esteem and higher scores in depression and emotional and behavioral difficulties than the victims or the aggressors. The bullies have more behavior problems than the non-bullies and a less prosocial behavior than the bullied students. These findings corroborate the negative implications in the socio-emotional and behavioral adjustment of bullying in adolescent victims and aggressors, and the adequate psychometric quality of the EBIP-Q scores as a tool for its evaluation.</div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"27 2","pages":"Pages 141-148"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71865174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Emotional intelligence and social support of teachers: Exploring how personal and social resources are associated with job satisfaction and intentions to quit job 教师情绪智力与社会支持:探讨个人和社会资源与工作满意度和辞职意向的关系

Revista de Psicodidáctica (English ed.) Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.02.001

Sergio Mérida-López , Cirenia Quintana-Orts , Taina Hintsa , Natalio Extremera

{"title":"Emotional intelligence and social support of teachers: Exploring how personal and social resources are associated with job satisfaction and intentions to quit job","authors":"Sergio Mérida-López , Cirenia Quintana-Orts , Taina Hintsa , Natalio Extremera","doi":"10.1016/j.psicoe.2022.02.001","DOIUrl":"https://doi.org/10.1016/j.psicoe.2022.02.001","url":null,"abstract":"<div>Although previous research has indicated that emotional abilities substantially affect teacher work-related well-being and motivation, studies examining the potential paths in which emotional intelligence relates to job satisfaction and intention to quit are limited. The current study examined a serial mediation model including a personal resource, i.e., emotional intelligence, as a predictor of job resources (i.e., perceived support from colleagues and supervisors), job satisfaction, and intention to quit. A total of 1,079 teaching professionals (651 female; Mage = 44.07 years) took part in this study. The teaching levels include: preschool, primary and secondary schools. A serial mediation model was tested with the SPSS macro PROCESS (model 80). Results supported a model showing that higher emotional intelligence was associated with lower teachers’ intention to quit via two indirect pathways: (a) higher job satisfaction and (b) higher perceived support from supervisors followed by higher job satisfaction. This study adds to our understanding of how personal and contextual resources may allow teachers to feel satisfied at work and less likely to consider withdrawal from work.</div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"27 2","pages":"Pages 168-175"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2530380522000016/pdfft?md5=db2ae2b482b373088c21317082cad02e&pid=1-s2.0-S2530380522000016-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71865848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bidirectional association between normative adjustment and bullying perpetration in adolescence: A prospective longitudinal study 青少年恃强凌弱行为与规范适应的双向关联:一项前瞻性纵向研究

Revista de Psicodidáctica (English ed.) Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.03.001

Eva M. Romera, Manuel Carmona-Rojas, Rosario Ortega-Ruiz, Antonio Camacho

{"title":"Bidirectional association between normative adjustment and bullying perpetration in adolescence: A prospective longitudinal study","authors":"Eva M. Romera, Manuel Carmona-Rojas, Rosario Ortega-Ruiz, Antonio Camacho","doi":"10.1016/j.psicoe.2022.03.001","DOIUrl":"https://doi.org/10.1016/j.psicoe.2022.03.001","url":null,"abstract":"<div>Normative adjustment stimulates the development of attitudes and behaviours that promote school climate. Previous research has shown that it is a relevant factor in preventing involvement in risk behaviours that affect the quality of peer relationships in classrooms and schools. Previous the development of behaviour adjusted to the norms which promotes interaction processes fostering a positive atmosphere in the classroom and in the school. The aim of this study is to analyse the prospective influence of normative adjustment on bullying perpetration over four time periods spaced six months apart (18 months). A total of 3017 adolescents between 11 and 16 years (49.5% girls; MageT1  =1.09) are involved in the present study. The Random Intercept Cross-Lagged Model results indicate an influential bidirectional association between normative adjustment and bullying perpetration over time. When the adolescents’ normative adjustment increases, their involvement in bullying perpetration decreases six months later. On the other hand, when the adolescents’ bullying perpetration increases over time, a decrease in normative adjustment is evident later. The unconditional univariate growth results report that normative adjustment increases, while bullying perpetration decreases. These findings are discussed in terms of the need to consider contextual factors and how they interact in our understanding and prevention of bullying in schools.</div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"27 2","pages":"Pages 132-140"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2530380522000065/pdfft?md5=f1ebcbceb3972c23100dbfcb03b468ac&pid=1-s2.0-S2530380522000065-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71865176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Adaptation of the direct and inferential mediation model of reading comprehension for Spanish speakers: A systematic review 西班牙语使用者阅读理解的直接和推理中介模式的适应性:系统回顾

Revista de Psicodidáctica (English ed.) Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.05.004

Juan Martínez-Cubelos , Juan Cruz Ripoll Salceda

{"title":"Adaptation of the direct and inferential mediation model of reading comprehension for Spanish speakers: A systematic review","authors":"Juan Martínez-Cubelos , Juan Cruz Ripoll Salceda","doi":"10.1016/j.psicoe.2022.05.004","DOIUrl":"https://doi.org/10.1016/j.psicoe.2022.05.004","url":null,"abstract":"<div>The direct and inferential mediation model proposes that reading comprehension is the result of relationships between prior knowledge, decoding, strategies, vocabulary, and inferential ability. The original model includes causal relationships, established when evidence of the direct effect of one of the components on another is found, and correlational relationships, proposed between some components when no causal evidence is found. The objective of this study is to adapt the model for Spanish speakers based on a systematic review. The causal relationships and the proposed correlations are supported by a single study or a meta-analysis, in both cases the effect size is significant. Causal relationships are also established when the effect size is not significant, but substantially important. Forty-three intervention studies are selected that support five causal relationships: from strategies, vocabulary and inferential ability to reading comprehension; and from prior knowledge and strategies to inferential ability. Seventy-four correlational studies that support seven correlations are also selected: between prior knowledge and reading comprehension; decoding and reading comprehension; strategies and prior knowledge; vocabulary and inferential ability; decoding and vocabulary; decoding and prior knowledge; and decoding and inferential ability. The effect sizes of the causal relationships are between g  =1.16, and the effect sizes of the correlations between r  =.47.</div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"27 2","pages":"Pages 186-193"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71865850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What does the social and emotional learning interventions (SEL) tell us? A meta-analysis 社会和情感学习干预(SEL)告诉我们什么?一个荟萃分析

Revista de Psicodidáctica (English ed.) Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.02.002

Murat Ağırkan , Tuncay Ergene

引用次数: 3

Cooperative learning interventions and associated outcomes in future teachers: A systematic review 未来教师的合作学习干预及其相关结果:系统回顾

Revista de Psicodidáctica (English ed.) Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.04.001

Javier Fernandez-Rio , Sergio Rivera-Pérez , Damián Iglesias

{"title":"Cooperative learning interventions and associated outcomes in future teachers: A systematic review","authors":"Javier Fernandez-Rio , Sergio Rivera-Pérez , Damián Iglesias","doi":"10.1016/j.psicoe.2022.04.001","DOIUrl":"https://doi.org/10.1016/j.psicoe.2022.04.001","url":null,"abstract":"<div>The use of cooperative learning as a pedagogical framework in teacher-training colleges and universities has gained special relevance in the last decade. What do we know about the impact of cooperative learning-based interventions on future teachers so far? The purpose was to provide a contemporary picture on cooperative learning interventions in teacher education students conducting a systematic review. More specifically, this paper aimed to answer the following research questions: (1) What was the focus of studies investigating the benefits of cooperative learning in future teachers? (2) Which learning outcomes have been observed? (3) What were the main effects in student-teachers? Several electronic literature databases were involved in the process (Web of Science, EBSCO host, Scopus, ERIC, PsycINFO, SciELO). Quantitative, qualitative or mixed intervention studies were assessed. Nineteen eligible articles, involving 1944 teacher education students, were included to evaluate, organize and produce a high-level synthesis of evidence of this methodological approach. A comprehensive literature review is presented on its effects and learning outcomes. Findings showed that this teaching strategy can be useful for teacher education students’ global development: content knowledge, pedagogical content knowledge, personal, inter-personal and transversal skills, and professional skills and competencies. Unfortunately, these improvements are not linear and they need time and high-structured experiences. Cooperative learning has been found a positive framework in teacher education programs worldwide to train future teachers. Formative implications and future research are discussed.</div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"27 2","pages":"Pages 118-131"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71865175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Effects of teachers’ participation in continuing professional development on students’ perceived physical literacy, motivation and enjoyment of physical activity 教师参与持续专业发展对学生感知体育素养、体育活动动机和享受的影响

Revista de Psicodidáctica (English ed.) Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.05.003

Raymond K.W. Sum , Tristan Wallhead , Fong-Jia Wang , Siu-Ming Choi , Ming-Hui Li , Yong Liu

{"title":"Effects of teachers’ participation in continuing professional development on students’ perceived physical literacy, motivation and enjoyment of physical activity","authors":"Raymond K.W. Sum , Tristan Wallhead , Fong-Jia Wang , Siu-Ming Choi , Ming-Hui Li , Yong Liu","doi":"10.1016/j.psicoe.2022.05.003","DOIUrl":"https://doi.org/10.1016/j.psicoe.2022.05.003","url":null,"abstract":"<div>Physical education continuous professional development (PE-CPD) has been vaunted as a powerful influence on teachers’ professional competence and subsequent student learning. Despite this proposition, there remains limited empirical evidence for the effect of teacher participation in CPD on student learning outcomes. In light of this void, the purpose of this study was to examine the influence of an eight-month PE-CPD program on students’ perceived physical literacy, motivation and enjoyment of physical education. A randomized control trial design was used to assign a sample of 65 physical education teachers from Hong Kong to the CPD and control intervention groups. Students’ (n  1,485) perceived physical literacy, motivation and enjoyment of physical education measures were collected across three phases of the program (post-program, eight-month follow-up, and 14-month follow-up). Repeated measures ANOVAs were conducted to analyze changes in student learning outcomes across the three phases of the intervention. Results revealed low significant interaction effects of perceived physical literacy, motivation, and enjoyment across time depending on the participation level in CPD. The findings of this study provide an important addition to the extant literature on CPD, by revealing that teachers’ commitment to participation in professional development may have a sustained influence on student affective learning outcomes.</div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"27 2","pages":"Pages 176-185"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71865849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1