Journal of Youth and Adolescence最新文献_第2页

A Paradox of School Social Organization: Positive School Climate, Friendship Network Density, and Adolescent Violence. 学校社会组织的悖论：积极的学校氛围、友谊网络密度与青少年暴力》（Positive School Climate, Friendship Network Density, and Adolescent Violence）。

IF 3.7 1区心理学

Journal of Youth and Adolescence Pub Date : 2024-11-01 Epub Date: 2024-06-24 DOI: 10.1007/s10964-024-02034-2

Nicolo P Pinchak

{"title":"A Paradox of School Social Organization: Positive School Climate, Friendship Network Density, and Adolescent Violence.","authors":"Nicolo P Pinchak","doi":"10.1007/s10964-024-02034-2","DOIUrl":"10.1007/s10964-024-02034-2","url":null,"abstract":"Schools are often encouraged to foster a positive climate to reduce adolescent violence, but evidence on the effectiveness of this approach varies significantly. This study investigates the roots of this variation by testing alternative hypotheses about how positive school-level climate and school-level student friendship network density interact to shape adolescent violence perpetration. Research on informal social control and network closure suggests that the violence-reducing association of positive school climate will be enhanced among schools where students are more densely tied through their friendships. Research on youth conflict and subversion of control suggests the opposite. These hypotheses are tested with data from Waves I-II of the National Longitudinal Study of Adolescent to Adult Health (n = 11,771; 49% Female; Age mean = 15.04, SD = 1.60). Consistent with the conflict/subversion hypothesis, analyses indicate that the inverse association between positive school climate and adolescent violence is only evident among schools with a very low density of friendship ties. Strikingly, however, there is evidence that a more positive school climate is associated with increases in violence among youth attending schools with a high density of friendship ties. These findings suggest that efforts to reduce violence by fostering cohesion among youth in their schools and other social contexts can be undermined by youth network processes.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11467121/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141442973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perceived Peer Integration, Parental Control, and Autonomy Support: Differential Effects on Test Anxiety during the Transition to Secondary School for Girls and Boys. 感知到的同伴融合、父母控制和自主支持：女孩和男孩升入中学后对考试焦虑的不同影响》。

IF 3.7 1区心理学

Journal of Youth and Adolescence Pub Date : 2024-11-01 Epub Date: 2024-07-17 DOI: 10.1007/s10964-024-02053-z

Paulina Feige, Rainer Watermann

{"title":"Perceived Peer Integration, Parental Control, and Autonomy Support: Differential Effects on Test Anxiety during the Transition to Secondary School for Girls and Boys.","authors":"Paulina Feige, Rainer Watermann","doi":"10.1007/s10964-024-02053-z","DOIUrl":"10.1007/s10964-024-02053-z","url":null,"abstract":"Although previous research has investigated the impact of parents and peers on test anxiety in secondary or tertiary education, little is known about younger students, especially during the transition to secondary school. Additionally, it is unclear whether these social factors affect girls' and boys' test anxiety differently. Therefore, the current study examined the role of perceived peer integration into the new class context, perceived parental control, and autonomy support on girls' and boys' test anxiety (worry and emotionality) during the transition to secondary school. Data from 1770 students (Mage = 10.47, SD = 0.56; 51% females) were analyzed before (4th grade) and after the transition (5th grade) using a multigroup (girls vs. boys) structural equation model. Both facets of test anxiety decreased from 4th to 5th grade. Perceived peer integration into the new class was only relevant for girls' test anxiety, while parental control predicted post-transition test anxiety for boys. The results suggest that the perceived social environment is an important factor in helping students cope with the demands of the transition to secondary school.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11467119/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141633879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perceived and Actual Norms, and Norm Misperceptions in Explaining Participant Roles in Bullying. 在解释参与者在欺凌中的角色时，感知规范和实际规范以及规范误解。

IF 3.7 1区心理学

Journal of Youth and Adolescence Pub Date : 2024-11-01 Epub Date: 2024-07-08 DOI: 10.1007/s10964-024-02042-2

Huiyoung Shin, Sunjeong Gyeong

{"title":"Perceived and Actual Norms, and Norm Misperceptions in Explaining Participant Roles in Bullying.","authors":"Huiyoung Shin, Sunjeong Gyeong","doi":"10.1007/s10964-024-02042-2","DOIUrl":"10.1007/s10964-024-02042-2","url":null,"abstract":"Bullying norms have been shown to affect adolescents' decisions on different behaviors in bullying situations, but little is known about the differential contribution of perceived and actual bullying norms as well as their agreement. The present study investigated the effects of perceived and actual norms, along with norm misperceptions in participant roles in bullying. A sample of 890 students (337 fourth-, 223 fifth-, and 320 sixth-graders; Female 48%; Mage = 11.98, SDage = 0.82) from 34 classrooms in South Korean elementary schools was assessed at two time points: at the beginning (Wave 1) and at the end of the semester (Wave 2). Multilevel modeling results indicated that empathy as well as perceived and actual anti-bullying norms had unique effects on different participant roles in bullying. The agreement between perceived and actual norms also varied across classes, and bullying, victimization, and bystanding were found to be higher in classes where individuals misperceived the actual anti-bullying norms. Adolescents were more likely to defend in response to their empathy in classes with higher anti-bullying norms, while they were less likely to bystand in response to their empathy in classes where individuals accurately perceived the actual anti-bullying norms. These findings underscore that intervention programs can focus on correcting adolescents' erroneous perceptions and convictions about peers' anti-bullying attitudes to alleviate bullying and its negative consequences.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141559019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Longitudinal Associations among Psychological Control, Positive and Negative Interactions, and Adolescents' Domain-Specific Disclosure to Parents. 心理控制、积极和消极互动与青少年向父母披露特定领域信息之间的纵向关联。

IF 3.7 1区心理学

Journal of Youth and Adolescence Pub Date : 2024-11-01 Epub Date: 2024-07-08 DOI: 10.1007/s10964-024-02050-2

Ge Song, Judith G Smetana

{"title":"Longitudinal Associations among Psychological Control, Positive and Negative Interactions, and Adolescents' Domain-Specific Disclosure to Parents.","authors":"Ge Song, Judith G Smetana","doi":"10.1007/s10964-024-02050-2","DOIUrl":"10.1007/s10964-024-02050-2","url":null,"abstract":"Although much research has shown that parental psychological control undermines adolescents' routine disclosure to parents, past research has not examined whether the effects of psychological control on disclosure are domain-specific and mediated by the quality of adolescents' interactions with mothers and fathers. The present one-year longitudinal study examined whether parental support and negative interactions with each parent mediated longitudinal associations between adolescents' ratings of psychological control and adolescents' disclosure about routine prudential, personal, and multifaceted activities, as defined by social domain theory. These issues were examined over one year in 174 mostly White (74%), U.S. middle class middle adolescents (M = 15.70 years, SD = 0.63, 83 males). Greater parental psychological control was associated over time with less disclosure to both parents about personal activities and less disclosure to fathers about multifaceted issues. Perceived declines in support fully mediated the effects of psychological control on adolescent disclosure to mothers about personal issues and partially mediated the effects on disclosure to fathers about personal and multifaceted issues. In addition, negative interactions led to decreased disclosure about prudential issues. Thus, perceived psychological control and relationship quality had domain-specific and parent-specific longitudinal effects on adolescent disclosure to parents about their routine activities.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141559017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Promoting Adolescents' Heritage Cultural Identity Development: Exploring the Role of Autonomy and Relatedness Satisfaction in School-Based Interventions. 促进青少年传统文化身份发展：探索自主性和相关性满意度在校本干预中的作用。

IF 3.7 1区心理学

Journal of Youth and Adolescence Pub Date : 2024-11-01 Epub Date: 2024-05-24 DOI: 10.1007/s10964-024-02017-3

Sophie I E Hölscher, Maja K Schachner, Linda P Juang, Gianmarco Altoè

引用次数: 0

Psychological and Academic Adaptation Through Universal Ethnic Studies Classes: Results of a Natural Experiment. 通过种族研究普及课实现心理和学术适应：自然实验的结果。

IF 3.7 1区心理学

Journal of Youth and Adolescence Pub Date : 2024-11-01 Epub Date: 2024-06-29 DOI: 10.1007/s10964-024-02039-x

Sarah Gillespie, Mirinda M Morency, Emily Chan, Gail M Ferguson

{"title":"Psychological and Academic Adaptation Through Universal Ethnic Studies Classes: Results of a Natural Experiment.","authors":"Sarah Gillespie, Mirinda M Morency, Emily Chan, Gail M Ferguson","doi":"10.1007/s10964-024-02039-x","DOIUrl":"10.1007/s10964-024-02039-x","url":null,"abstract":"Schools in the United States are increasingly offering ethnic studies classes, which focus on exploring students' ethnic-racial identities (ERI) and critical analysis of systemic racism, to their diverse student bodies, yet scant research exists on their effectiveness for students of different ethnic-racial backgrounds in multiracial classrooms. A policy change to require all high school students in one school district to take an ethnic studies class facilitated a natural experiment for comparing the effects of quasi-random assignment to an ethnic studies class (treatment) relative to a traditional social studies class (control; e.g., U.S. Government, Human Geography). Student surveys and school administrative data were used to compare students' ERI development, well-being, and academic outcomes across ethnic studies and control classes. Participants (N = 535 9th graders; 66.1% ethnic studies) had diverse ethnic-racial (33.5% non-Latine White, 29.5% Black, 21.1% Latine, 10.7% biracial, 2.8% Asian, 2.2% Native American) and gender identities (44.7% female, 7.1% non-binary). Ethnic studies students reported marginally higher ERI exploration and resolution than controls, and sensitivity analyses showed a statistically significant effect on ERI among participants with complete midpoint surveys. Higher resolution was associated with better psychological well-being for all students and higher attendance for White students. Students with low middle school grades (GPA < 2.0) had better high school grades in core subjects when enrolled in ethnic studies than the control class. Overall, the results of this natural experiment provide preliminary support for ethnic studies classes as a method for promoting ERI development, well-being, attendance, and academic achievement for students from diverse ethnic-racial backgrounds.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141469102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluating a School-Based Intervention on Adolescents' Ethnic-racial Identity in Sweden. 评估针对瑞典青少年民族-种族认同的校本干预措施。

IF 3.7 1区心理学

Journal of Youth and Adolescence Pub Date : 2024-11-01 Epub Date: 2024-07-08 DOI: 10.1007/s10964-024-02046-y

Amina K Abdullahi, Moin Syed, Linda P Juang, Sofia Berne, C Philip Hwang, Ann Frisén

{"title":"Evaluating a School-Based Intervention on Adolescents' Ethnic-racial Identity in Sweden.","authors":"Amina K Abdullahi, Moin Syed, Linda P Juang, Sofia Berne, C Philip Hwang, Ann Frisén","doi":"10.1007/s10964-024-02046-y","DOIUrl":"10.1007/s10964-024-02046-y","url":null,"abstract":"Finding developmentally appropriate ways to support youth in understanding their own ethnic-racial identity is needed, particularly in contexts like Sweden where such support is not the norm. This preregistered longitudinal study examined whether an 8-week school-based intervention, the Identity Project, impacted youth ethnic-racial identity exploration (participation and search), resolution, private regard, and centrality. Participants were 509 adolescents in the 10th grade (Mage = 16.28, SD = 0.80; 65% self-identified girls; 52% minoritized ethnic background), who were randomized into an intervention or wait-list control group and assessed at baseline and three times post-intervention. The findings indicated an initial and simultaneous effect of the intervention only for exploration participation and resolution but did not show the expected chain of effects with earlier exploration predicting later resolution. Growth models indicated a greater increase in exploration participation over time for the intervention group than the control group. The findings indicate a mixed picture about the effectiveness of the intervention, with effects primarily narrowly targeted to exploration participation, but nevertheless highlight the potential for supporting Swedish youth in engaging with their ethnic-racial identities.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11467019/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141559016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Longitudinal Relationships among Parenting, Prosocial Behaviors, and Emotional Problems: Examining Between- and Within-Person Associations in Adolescents. 父母养育、社会行为和情感问题之间的纵向关系：研究青少年人与人之间和人与人之间的关系。

IF 3.7 1区心理学

Journal of Youth and Adolescence Pub Date : 2024-11-01 Epub Date: 2024-08-02 DOI: 10.1007/s10964-024-02056-w

Qianwen Liu, Zhenhong Wang

{"title":"Longitudinal Relationships among Parenting, Prosocial Behaviors, and Emotional Problems: Examining Between- and Within-Person Associations in Adolescents.","authors":"Qianwen Liu, Zhenhong Wang","doi":"10.1007/s10964-024-02056-w","DOIUrl":"10.1007/s10964-024-02056-w","url":null,"abstract":"Although bidirectional associations between parenting and adolescents' social and emotional outcomes have been investigated, how parental warmth and harsh parenting as two different parenting dimensions, adolescents' prosocial behaviors, and emotional problems were longitudinally and bidirectionally related at between- and within-person levels remains unclear. With a three-wave longitudinal design, the present study examined these associations by employing the random-intercept cross-lagged panel model. Data from 606 Chinese adolescents (Mage = 13.80 years, SD = 0.52, at T1; 45.7% girls) were collected at six-month intervals over one year, and participants completed questionnaires assessing their perception of parenting, prosocial behaviors, and emotional problems online. The results indicated that parental warmth and harsh parenting were significantly associated with adolescents' prosocial behaviors and emotional problems at the between-person level. At the within-person level, adolescents' more prosocial behaviors at T1 predicted later within-person decreases in their emotional problems at T2, which in turn predicted subsequent increased prosocial behaviors and more parental warmth at T3. Additionally, a higher level of harsh parenting at T2 unidirectionally predicted more adolescents' emotional problems at T3. These findings highlighted the developmental cascade processes among adolescents' prosocial behaviors, emotional problems, and parenting and the importance of fostering adolescents' prosocial behaviors in reducing their emotional problems and then promoting subsequent psychosocial adjustment and parent-child bonding.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141878992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Longitudinal Profiles of Cultural Identity Processes and Associations with Psychosocial Outcomes Among Adolescents Participating in the Identity Project in Italy. 参与意大利身份认同项目的青少年文化身份认同过程的纵向剖析及其与社会心理结果的关联。

IF 3.7 1区心理学

Journal of Youth and Adolescence Pub Date : 2024-11-01 Epub Date: 2024-05-29 DOI: 10.1007/s10964-024-02022-6

Chiara Ceccon, Ughetta Moscardino, Gianmarco Altoè, Francesca Lionetti, Adriana J Umaña-Taylor

{"title":"Longitudinal Profiles of Cultural Identity Processes and Associations with Psychosocial Outcomes Among Adolescents Participating in the Identity Project in Italy.","authors":"Chiara Ceccon, Ughetta Moscardino, Gianmarco Altoè, Francesca Lionetti, Adriana J Umaña-Taylor","doi":"10.1007/s10964-024-02022-6","DOIUrl":"10.1007/s10964-024-02022-6","url":null,"abstract":"Cultural identity formation is a complex developmental task that influences adolescents' adjustment. However, less is known about individual variations in trajectories of cultural identity processes and how they relate to youth psychosocial outcomes. Using a person-centered approach, this study investigated patterns of change over a year in cultural identity exploration and resolution, respectively, among ethnically diverse adolescents in Italy. The sample included 173 high school students (Mage = 15 yrs, SD = 0.62, range = 14-17; 58.4% female; 26% immigrant background) who had participated in the Identity Project, a school-based intervention targeting ethnic-racial identity development. Longitudinal latent profile analysis revealed only one profile of change for exploration, whereas four unique profiles for resolution emerged (\"stable low,\" \"stable average,\" \"increase low-to-average,\" \"increase high-to-higher\"). Overall, youth in the resolution-increase profiles reported the best outcomes. The findings highlight the heterogeneity of adolescents' resolution trajectories and the benefits of an increased sense of clarity concerning one's cultural identity for positive psychosocial functioning.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11466995/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141175333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Peer Bullying Victimization Trajectories for Sexually and Gender Diverse Youth from Early Childhood to Late Adolescence. 从儿童早期到青少年晚期，不同性别青少年的同伴欺凌受害轨迹。

IF 3.7 1区心理学

Journal of Youth and Adolescence Pub Date : 2024-11-01 Epub Date: 2024-06-07 DOI: 10.1007/s10964-024-02020-8

Jingyi Huang, Tessa M L Kaufman, Laura Baams, Susan Branje

{"title":"Peer Bullying Victimization Trajectories for Sexually and Gender Diverse Youth from Early Childhood to Late Adolescence.","authors":"Jingyi Huang, Tessa M L Kaufman, Laura Baams, Susan Branje","doi":"10.1007/s10964-024-02020-8","DOIUrl":"10.1007/s10964-024-02020-8","url":null,"abstract":"Sexually and gender diverse (SGD) youth experience more peer bullying victimization than heterosexual, cisgender youth during adolescence, yet the emergence and persistence of these disparities remain underexplored. Also, it is unclear which factors are associated with these disparities across development, and how these disparities are linked to late adolescent health discrepancies. This study utilized the sample from the Millennium Cohort Study in Britain (N = 10,080; 51.3% assigned female at birth; Mage = 2.28, SDage = 0.46 at Wave 2), in which 23.74% of youth reported non-heterosexual attraction, 21.59% reported non-heterosexual identity, and 1.08% reported gender identity not in line with the sex assigned at birth. Using latent class growth modeling, four peer bullying victimization trajectories were identified, with early peak (7.2%), late childhood peak (6.3%), adolescence onset (12.8%), and low (73.6%) rates of victimization. SGD youth, compared to heterosexual and cisgender youth, were found to have increased odds of being in the victimization-involved classes, especially the adolescence onset class. The study further revealed that SGD youth reported more mental health and relational difficulties in childhood, which were linked to their heightened risk of longer-lasting victimization. Further, long-term victimization was found to partially account for the disparities in health and well-being for SGD youth in late adolescence. In conclusion, SGD youth were more likely to experience longer-lasting bullying victimization during childhood and adolescence, its related mental and relational vulnerabilities were already established in childhood, and such victimization disparities were further linked to their detrimental health and well-being in late adolescence. The design, hypotheses, and target analyses of the current study were preregistered on 21st April 2023 at https://osf.io/f2zxy .","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11466994/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141288220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0