Journal of Research on Adolescence最新文献

{"title":"The mediating role of interpersonal curiosity in the association between adolescents' adherence to masculine stereotypes and perceived friendship quality","authors":"Rachel Taffe,&nbsp;Niobe Way,&nbsp;Nathania B. Zhong","doi":"10.1111/jora.70221","DOIUrl":"https://doi.org/10.1111/jora.70221","url":null,"abstract":"<p>While prior research has found that adolescents who adhere more strongly to masculine stereotypes (i.e., emotional stoicism, autonomy, and physical toughness) in their friendships tend to report lower quality friendships, the mechanism underlying this association remains unclear. Emerging theory suggests that adherence to such masculine stereotypes may be associated with reduced interpersonal curiosity, which could, in turn, relate to lower perceived friendship quality. This analysis investigates the mediating role of interpersonal curiosity in the association between adherence to masculine stereotypes and perceived friendship quality among a sample of 414 6th–9th graders in seven public schools across New York City (49.5% girls; 60.3% 7th-grade students). Results from structural equation modeling indicated a significant mediating effect of interpersonal curiosity in the association between adherence to masculine stereotypes and perceived friendship quality. A moderated mediation analysis indicated the mediation of interpersonal curiosity held only for the boys. Implications for theory and research are discussed.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148467337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond snapshots: A systematic review of dyadic and triadic parent–adolescent ecological momentary assessment studies across diverse and general populations","authors":"Reuma Gadassi-Polack,&nbsp;Martine Verhees,&nbsp;Reout Arbel","doi":"10.1111/jora.70225","DOIUrl":"10.1111/jora.70225","url":null,"abstract":"<p>The last decade has seen a surge in studies using Ecological Momentary Assessment (EMA), where participants complete brief daily questionnaires to capture real-time experiences. While widely used to study adolescents' social–emotional processes, EMA that simultaneously assesses adolescents and their parents (i.e., dyadic and triadic designs) remains underutilized, particularly within diverse families. This gap is surprising given the proven value of dyadic EMA in studying adult relationships and its potential to elucidate contextualized family dynamics. This systematic review synthesized and critically evaluated existing EMA research in parent–adolescent dyads and triads (i.e., an adolescent and both parents) published between 2014 and 2024, examining methodological and analytical practices as well as representation of diverse populations (i.e., racial/ethnic, sexual and gender minorities, lower-SES, non-traditional family structures and clinical populations). Following a systematic search of electronic databases, we identified 85 publications originating from 44 distinct datasets that conducted EMA in parent–adolescent dyads or triads. Substantial variability was observed across studies in the number of daily assessments, EMA days and data-waves collected. Utilization of the multilevel and dyadic features of the data also varied: most papers fully utilized the temporal aspect (e.g., examining within-family processes), while the dyadic/triadic aspect was only partially utilized (e.g., most studies examined unidirectional effects, typically parent-to-child). Regarding populations studied, while most focused on White, non-Hispanic, highly educated samples, some targeted only minority groups (e.g., Chinese-American). However, whether within-family processes differ between populations was rarely examined. Across dyadic (vs. triadic) studies, fathers were underrepresented, and gender identity and sexual orientation were almost never assessed, likely masking the exclusion of gender and sexual minorities. Parent–adolescent dyadic and triadic EMA appears feasible and could provide unique insights into family dynamics in typical and diverse populations. Gaps in the literature and suggestions for advancing inclusion and diversity are discussed.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.70225","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148436928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating general parent-adolescent relations as a context for daily relationship processes and adolescent mood","authors":"Lan Chen,&nbsp;Carlie J. Sloan,&nbsp;Damon E. Jones,&nbsp;Gregory M. Fosco","doi":"10.1111/jora.70224","DOIUrl":"10.1111/jora.70224","url":null,"abstract":"<p>General parent-adolescent conflict and connectedness are well-established predictors of adolescent well-being. However, the processes by which historical relations contextualize daily fluctuations in parent-adolescent conflict and connectedness provide insights into risk and protective dynamics within parent-adolescent relationships across different timescales. Using baseline surveys and 21-day daily diary data from a sample of 150 adolescents (<i>M</i>_age = 14.60, <i>SD</i>_age = 0.83, 61.3% female) and their parents (<i>M</i>_age = 43.4, <i>SD</i>_age = 6.9, 95% female) in two-caregiver families, we examined whether general relationships moderate the daily associations between parent-adolescent interactions and adolescent mood. Multilevel models revealed that the daily association between conflict and adolescent negative mood was stronger at higher levels of general conflict and weaker at higher levels of general connectedness. Importantly, the within-person link between daily connectedness and adolescent mood remains robust, regardless of general relationship qualities. In sum, this study provides compelling evidence that simultaneously considering general qualities and daily parent-adolescent relationships offers valuable implications for understanding adolescent mood.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.70224","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148422075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correction to “Bidirectional relations between early adolescents' moral judgment of aggression and defending behaviors: The moderating role of victimization experiences”","authors":"","doi":"10.1111/jora.70234","DOIUrl":"10.1111/jora.70234","url":null,"abstract":"<p>Zeng, X., Ren, H., Liu, J., Zhao, Y., Yue, J., Sang, B., &amp; Wang, Z. (2026). Bidirectional relations between early adolescents' moral judgment of aggression and defending behaviors: The moderating role of victimization experiences. <i>Journal of Research on Adolescence</i>, 36(2), e70209.</p><p>In Figure 1 of the article, the path from T2 DB to T3 DB was mistakenly drawn as a dashed line. It should have been presented as a solid line. This is a graphical error in the figure only. The correct Figure 1 is given as below.</p><p>We apologize for this error.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.70234","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148412198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using “draw and tell” to support young people experiencing socio-economic disadvantage in describing complex educational trajectories","authors":"Aoife Joy Keogh","doi":"10.1111/jora.70229","DOIUrl":"10.1111/jora.70229","url":null,"abstract":"<p>This article examines how the use of “draw and tell” as a research method can support adolescents in communities experiencing high levels of socio-economic disadvantage to articulate complex educational trajectories that are often underrepresented in academic literature. The paper presents the findings of qualitative data gathered as part of a wider research study situated in the Irish context which utilizes a multiple case-study approach to examine the role of literacy as a socio-cultural practice in students' educational trajectories from primary school to higher education. The study involved forty-one young people (aged 10–17) attending urban primary and secondary schools identified by the Irish government as experiencing the highest levels of socio-economic disadvantage under the <i>Delivering Equality of Opportunity in Ireland</i> (DEIS) program. “Draw and tell” sessions invited students to depict and narrate their experiences of using literacy skills such as reading, writing and speaking in school. “Draw and tell” sessions were audio-recorded and analyzed thematically using a reflexive, inductive approach. Three interrelated themes emerged within the findings: (1) “draw and tell” functioned as a catalyst for communication and empowerment, enabling students to use drawings as low-stakes mediating artifacts through which they could express complex feelings and emotions; (2) “draw and tell” acted as a tool for students to explore their sense of identity and belonging across the continuum of education; and (3) “draw and tell” provided a medium for young people to conceptualize care in education, highlighting their experiences of both instructional and relational forms of care. The findings demonstrate that “draw and tell” can democratize the research space with adolescent research participants, enabling agency to be redistributed in ways that conventional interview or survey approaches can fail to allow for. The paper argues for wider use of creative, youth-centered methodologies in research and policy in order to better understand and address the cumulative nature of educational inequality in communities experiencing high levels of socio-economic disadvantage.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.70229","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148405052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Latine mothers' conceptions of bien educado in U.S. Latine adolescents: Respect, humility, good manners, and consideration for others as Core aspects","authors":"Alysia M. Cruz,&nbsp;Gustavo Carlo","doi":"10.1111/jora.70227","DOIUrl":"10.1111/jora.70227","url":null,"abstract":"&lt;p&gt;Developmental theories of ethnocultural socialization (Incorporating the cultural value of respeto into a framework of Latino parenting. &lt;i&gt;Cultural Diversity and Ethnic Minority Psychology&lt;/i&gt;, 16(1), 77–86; Traditional and culture-specific parenting of prosociality in U.S. Latino/as. &lt;i&gt;Oxford handbook of parenting and moral development&lt;/i&gt;, Oxford University Press.) emphasize the importance of understanding how caregivers instill culturally grounded values adapted to specific cultural and environmental contexts to support positive youth development. Caregivers are deemed to transmit these cultural values to their youth via ethnic heritage practices, customs, rituals, and cultural experiences. Importantly, work based on these models has shown that specific cultural values significantly predict the health and well-being of Latine youth (Cultural values, empathy, and prosocial behavior among U.S. Latino/a youth: A mediation model. &lt;i&gt;Journal of Social and Personal Relationships&lt;/i&gt;, 38(2), 521–540; Familism values and adjustment among Hispanic/Latino individuals: A systematic review and meta-analysis&lt;i&gt;. Psychological Bulletin&lt;/i&gt;, 147(9), 947–985). Among the cultural values instilled by many Latine parents is &lt;i&gt;bien educado&lt;/i&gt;, a concept that emphasizes the importance that youth be well-mannered, display positive social behaviors, and exhibit a strong moral character (Familismo, respeto, and bien educado: Traditional/cultural models and values in Latinos. &lt;i&gt;Critical Cultural Studies of Childhood&lt;/i&gt;. Springer). While much of the prior research has focused on cultural values such as &lt;i&gt;familismo&lt;/i&gt; and &lt;i&gt;respeto&lt;/i&gt;, relatively little is known about the cultural value of &lt;i&gt;bien educado&lt;/i&gt;. Indeed, no studies exist on how &lt;i&gt;bien educado&lt;/i&gt; is conceptualized and taught by Latine mothers. To address this gap, focus group interviews were conducted to explore how Latine mothers of adolescents define and teach &lt;i&gt;bien educado&lt;/i&gt; to their adolescents. Seventeen Latine mothers (&lt;i&gt;M&lt;/i&gt;&lt;sub&gt;age&lt;/sub&gt; = 41.88 years, &lt;i&gt;SD&lt;/i&gt; = 6.23) reporting on their adolescents (&lt;i&gt;M&lt;/i&gt;&lt;sub&gt;age&lt;/sub&gt; = 14.97 years, &lt;i&gt;SD&lt;/i&gt; = 3.55) participated. On average, mothers had two children and lived in the United States for approximately 21.6 years. The majority were of Mexican origin and predominantly Spanish-speaking (88%). Focus group interviews were conducted in Spanish and English using semi-structured questions designed to explore mothers' definitions, beliefs, and practices related to &lt;i&gt;bien educado&lt;/i&gt;. The questions included: “What is your own definition of &lt;i&gt;bien educado&lt;/i&gt;?” and “What are some things you do to teach your child to be &lt;i&gt;bien educado&lt;/i&gt;?” All focus groups were audio-recorded, transcribed verbatim, and trained; bilingual coders analyzed the transcripts using inductive thematic analysis (&lt;i&gt;Qualitative inquiry and research design: Choosing among five approaches&lt;/i&gt;. SAGE Publications). Mothers conceptualized &lt;i&gt;bien educado&lt;/i&gt; as enc","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.70227","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148391227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correction to “An ecological text message experiment of Hispanic and Latino adolescents' recognition of and emotional responses to digital dating abuse behaviors”","authors":"","doi":"10.1111/jora.70230","DOIUrl":"10.1111/jora.70230","url":null,"abstract":"<p>Figueroa, J. M., Ha, T., Anderson, S. F., Maras, O., &amp; Quiroz, S. I. (2026). An ecological text message experiment of Hispanic and Latino adolescents' recognition of and emotional responses to digital dating abuse behaviors. <i>Journal of Research on Adolescence</i>, 36, e70167. https://doi-org.ezproxy1.lib.asu.edu/10.1111/jora.70167</p><p>The author would like to revise the Acknowledgments section as below in the article, “Research reported in this publication was supported by the Racial Equity Special Research Grant from Spencer Foundation (grant no. 202100291), awarded to T. Ha, O. Kornienko, and A. A. Rogers and by the National Institute of Mental Health (Award no. RF1MH138928) awarded to Dr. Ha and its support of Jennifer Figueroa and Olivia Maras. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health or the Spencer Foundation.”</p><p>We apologize for this error.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.70230","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148391222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Talking gender, ethnicity race, and change: How mothers scaffold girls' identity meaning-making during puberty","authors":"Rona Carter,&nbsp;Jessica Pitts,&nbsp;Joonyoung Park,&nbsp;Ha Bui,&nbsp;Julia Cross","doi":"10.1111/jora.70226","DOIUrl":"10.1111/jora.70226","url":null,"abstract":"<p>Early adolescence is marked by intensified identity exploration, yet little research has examined how meanings of gender and ethnic-racial identity are co-constructed within family relationships during the pubertal transition. The present qualitative study investigated how mothers and daughters construct and negotiate meanings of gender, ethnic-racial identity, and their intersection through dyadic conversation, and how these processes vary by daughters' pubertal status. Participants included mother–daughter dyads of Black girls (<i>N</i> = 45; <i>M</i>_<i>a</i>ge = 9.93, SD = .97; 69% identified as Black, 31% Black biracial) who engaged in structured identity dialogue tasks. Using reflexive thematic analysis followed by dyadic synthesis, we identified interactional processes through which identity meanings were initiated, scaffolded, negotiated, and stabilized. Across dyads, puberty functioned as a contextual intensifier, heightening emotional salience and social comparison in identity talk. In the early puberty dyads, mothers more frequently guided and defined identity meanings, whereas in the advanced puberty dyads, daughters increasingly asserted interpretive authority. Mother–daughter scaffolding operated as a relational coping process, with mothers and daughters jointly shaping how embodied change and social positioning were interpreted. Moments of misalignment and repair revealed how identity meanings were negotiated rather than transmitted. Grounded in the Phenomenological Variant of Ecological Systems Theory, findings position identity development during puberty as a relational, phenomenological process embedded within sociocultural context. By foregrounding dyadic interaction, this study extends developmental theory and highlights family dialogue as a critical microsystem linking pubertal vulnerability to identity formation.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.70226","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148382255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Types of ethnic–racial identity belongingness predicting mental health and suicide ideation: Exploring racial and gender differences among Latine-White and Black-White Multiracial adolescents","authors":"Chelsea Derlan Williams,&nbsp;N. Keita Christophe,&nbsp;Annabelle L. Atkin,&nbsp;Kimberly Lazarus,&nbsp;McKenzie N. Green,&nbsp;Troy J. Keys,&nbsp;B. Andi Lee,&nbsp;Nilee Kerr,&nbsp;Diamond Y. Bravo,&nbsp;Arlenis Santana","doi":"10.1111/jora.70223","DOIUrl":"10.1111/jora.70223","url":null,"abstract":"<p>The current study examined whether three types of ethnic–racial identity (ERI) belongingness (i.e., minoritized identity belongingness, White identity belongingness, and Multiracial identity belongingness) were associated with anxiety symptoms, depressive symptoms, and suicide ideation among Multiracial adolescents. We also explored race-gender group differences between Latina-White females, Latino-White males, Black-White females, and Black-White males. Participants were 583 adolescents 13–17 years of age (<i>M</i> = 15.25, SD = 1.38). Findings indicated that youth had relatively high belongingness to their minoritized, White, and Multiracial identities, but there were significant mean differences among the race-gender groups. Further, minoritized identity belongingness was associated with less depressive symptoms and suicide ideation among all youth, and less anxiety symptoms for all youth except Latino-White males. Interestingly, Multiracial identity belongingness was associated with less anxiety symptoms for only Latino-White males but was not significant for the other three race-gender groups. Multiracial identity belongingness was also associated with less depressive symptoms for all youth but not associated with suicide ideation for any youth. White identity belongingness was not associated with outcomes across youth. Findings highlight the importance of focusing on nuances in ERI and impacts on Multiracial youths' mental health and suicide ideation, while also considering racial and gender group differences.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.70223","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148368547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cyberbullying perpetration and externalizing problem behaviors in adolescents: Spreading effects based on developmental cascades","authors":"Jiankang He,&nbsp;Bochen Wang,&nbsp;Yudan Li,&nbsp;Cancan Jin","doi":"10.1111/jora.70220","DOIUrl":"https://doi.org/10.1111/jora.70220","url":null,"abstract":"<p>Cyberbullying represents a severe public health issue, endangering the mental and physical health of adolescents. Externalizing problem behaviors are significant factors for cyberbullying perpetration. However, the spreading effects between them remain debated. This study applied network analyses to further examine the spreading effects. We focused on two subtypes of cyberbullying perpetration (cyber verbal aggression; cyber relational aggression) and five subtypes of externalizing problem behaviors (academic misbehaviors; vandalism behaviors; aggressive behaviors; interpersonal dishonesty behaviors; risk-taking behaviors). The valid sample consisted of 2075 Chinese adolescents who completed surveys at three time points, spaced 6 months apart. The contemporaneous and cross-lagged panel networks were constructed. Results suggest that the spreading effect is bidirectional over the 6-month interval, but unidirectional in the 12-month interval, and behavior subtypes play different roles. Among the five subtypes of externalizing problem behaviors, interpersonal dishonesty behaviors especially warrant consideration as a risk signal for cyberbullying perpetration, potentially serving as both a precursor and an outcome. These findings advance understandings of developmental cascades at the behavioral level by shifting focus from broad behavior categories to specific subtypes. Identifying such detailed behavioral risk signals enables earlier detection of and more targeted interventions against cyberbullying perpetration, ultimately contributing to protecting adolescents.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148357931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}