Electronic Journal of Research in Education Psychology最新文献

{"title":"Situated goals questionnaire transcultural adjustment and validation: comparison between Colombian and Spanish students","authors":"D. Abello, J. Alonso-Tapia, Ernesto Panadero","doi":"10.25115/ejrep.v21i61.6811","DOIUrl":"https://doi.org/10.25115/ejrep.v21i61.6811","url":null,"abstract":"Introduction. This research aims to adjust and validate the Situated Goals Questionnaire to the Colombian higher education population and compare the results with those obtained previously in the Spanish population\u0000Method. A total of 500 university students from the Faculty of Education of the National Pedagogic University of Colombia participated. Four Confirmatory Factor Analysis were made to identify the factorial validity of the Situated Goal Questionnaire for the University population: 1) original model with a subsample 2) original model cross-validation analysis between two subsamples, 3) multi-group analysis between the two main phases of career 4) multi-group analysis between Colombian and Spain sample. Six regression analyses using the class's final grade as a predictive variable were made to identify predictive validity.\u0000Results. As a result, the adjusted questionnaire has good fit and reliability values. The aspects that predicts performance is the desire to learn positively; whereas, the desire to pass the class affects it negatively. The main difference between Colombian and Spanish students is that the former have a more significant relationship with the desire to pass in the performance orientation.\u0000Discussion and Conclusion. SGQ-U is a good tool for teachers to identify the activities and their impact. The type of academic task the teacher uses in the classroom influences the student' specific goals. Besides, the students differ also in their sensitivity to different academic tasks. These differences show that it is essential to consider how teachers select and use academic tasks in the classroom.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"20 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138621816","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}

{"title":"Mental health in school teachers: An explanatory model with emotional intelligence and coping strategies","authors":"Fabiola Sáez-Delgado, Yaranay López-Angulo, Javier Mella-Norambuena, Kendall Hartley, Felipe Sepúlveda","doi":"10.25115/ejrep.v21i61.8322","DOIUrl":"https://doi.org/10.25115/ejrep.v21i61.8322","url":null,"abstract":"Introduction.  Even before the pandemic began, teachers faced multiple challenges such as diverse student populations with widely varying needs, excessive workloads, lack of community support, and adverse working conditions. The COVID-19 pandemic exacerbated these problems. The teachers have been increasingly susceptible to stress, anxiety, and depression. The objective of this research was to evaluate the mediation effect of coping strategies on the relationship between emotional intelligence and teachers' mental health.\u0000Method. The design was explanatory with latent cross-sectional variables. The sample was 1668 Chilean school level teachers, 331 (19.8%) were men, and 1337 (80.2%) were women; the mean age was 42.08 years (SD = 11.50). Three scale self-report were used: the emotional intelligence WLEIS, the scale DASS-21 was used to measure mental health levels y, the short version of the COPE-28, for coping strategies.\u0000Results.  This study showed that high levels of anxiety, depression, and stress are significantly related to the lower emotional intelligence of teachers. The strongest relationships are between mental health variables and the emotional intelligence evaluation and regulation of emotions. The results indicated that the dimensions of emotional intelligence predicted 22%, 26%, and 23% of the variance in anxiety, depression, and stress, respectively. The estimated mediation model showed satisfactory fit indices. For anxiety, active coping and religion were mediated, and for stress, substance abuse, self-distraction and disengagement were mediated. Also, the results showed indirect effects of two maladaptive coping strategies (denial and self-blame) between the relationship of emotional intelligence the dimensions and depression, anxiety, and stress.\u0000Discussion and Conclusion. Explanatory models can be the basis for specific strategies to treat stress, anxiety, and depression in teachers. Considering the importance of the teaching role, the results of this study are useful to guide intervention actions that strengthen the management of emotions and the identification and use of effective coping strategies for the promotion of mental health.   ","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138618759","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}

{"title":"Emociones transferidas por estudiantes en clases interactivas de dibujo con tabletas digitales","authors":"Jhon Holguin-Alvarez, Freddy Felipe Luza Castillo, Jenny Ruiz-Salazar, Juana Cruz-Montero, Juan Apaza-Quispe","doi":"10.25115/ejrep.v21i61.8376","DOIUrl":"https://doi.org/10.25115/ejrep.v21i61.8376","url":null,"abstract":"Introducción.\u0000El trabajo informa la comparación de la transferencia y comunicación de las emociones escolares en dos situaciones: (a) dibujos elaborados en clases interactivas en las que se incluyen tabletas y lápices ópticos, (b) dibujos diseñados de forma individual y tradicional durante una etapa de la pandemia por Covid-19.\u0000Método.\u0000Se desarrolló un método experimental con 180 escolares de una ciudad latina y lengua castellana, clasificados en dos grupos de acuerdo a la edad (M (3-4) = 3,5 años/ M (8-10) = 9,8 años). Se utilizaron tabletas, lápices ópticos, hojas de papel y lápices para elaborar dibujos. Una etapa de filtrado permitió analizar 860 dibujos en su totalidad. La evaluación se realizó con una rúbrica basada en la escala de Fury, a su vez se implementó un análisis de gradualidad y valencia emocional del contenido.\u0000Resultados.\u0000Los dibujos realizados en clases interactivas por escolares quienes utilizaron tabletas y lápices ópticos, presentaron mejor expresividad y comunicación de las emociones a través de su graficación, comparado con los dibujos elaborados de forma individual. La valencia emocional fue en su mayoría de tipo positiva. Los datos revelan mejor gradualidad y transparencia de las emociones en niños con mayor edad obviando la carga emocional.\u0000Discusión y conclusiones.\u0000La transferencia de emociones hacia el dibujo se compromete con los objetivos cognitivos cuando existen interrelaciones cognitivas en clase. Hacer dibujos más representativos dependerá tanto de las oportunidades que le brinda la tecnología al sujeto como de la interactividad provocada. Los rasgos emocionales en el dibujo elaborado en tabletas (profundidad y nitidez) pueden mejorar con la autoevaluación automática de los sujetos que reciben una retroalimentación de otros.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"103 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138608030","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}

{"title":"Learning patterns and social-emotional learning of balkan students in secondary education: a cross-cultural discussion","authors":"Shqiponjë Ahmedi, J. R. Martínez-Fernández","doi":"10.25115/ejrep.v21i61.6934","DOIUrl":"https://doi.org/10.25115/ejrep.v21i61.6934","url":null,"abstract":"Introduction. In the present study, components related to learning patterns and socio-emotional learning are measured in a sample of adolescents from the Balkan Peninsula in order to understand the relationship between these two constructs.\u0000Method. High school students from Albania, North Macedonia and Kosovo (N = 240) completed surveys designed to measure learning patterns and social-emotional competencies. Participants responded to a modified version of Vermunt's Inventory of Learning Styles (ILS) and the Panorama’s SEL Measures survey.\u0000Results. The results show that the responses of high school students in the Balkan peninsula are organized in a three-pattern structure: the first factor is a saturation of the components of the MD and AD patterns; the second factor groups the components of the RD and UD patterns. The third factor is the so-called passive pattern and the result of the combination of several beliefs (conceptions and learning orientations). Moreover, the results suggest that there is an overt connection between learning patterns and social and emotional learning and its interpersonal and intrapersonal competencies.\u0000Discussion and Conclusion. The connection between learning patterns and social-emotional learning seems to be relevant for improving future learning strategies and the development of healthier relationships. Moreover, the results suggest that Educational Psychology researchers and educators must understand and work together in the design of learning and teaching models that go beyond the acquisition of knowledge and skills.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"113 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138609573","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}

{"title":"¿Puede la pertenencia al grupo explicar la paradoja de la imitación? Fidelidad y flexibilidad, dos características del aprendizaje cultural","authors":"Johny Villada Zapata, Juan Felipe Velasquez","doi":"10.25115/ejrep.v21i61.7785","DOIUrl":"https://doi.org/10.25115/ejrep.v21i61.7785","url":null,"abstract":"Introducción.  La paradoja de la imitación ocurre cuando los niños a veces imitan a otros de forma selectiva y racional, y a veces sobreimitan, es decir, copian las acciones causalmente irrelevantes. Este fenómeno sigue presentándose durante la adultez y se cree que esta característica diferencia el aprendizaje social humano del no-humano; por lo tanto, podríamos entender la transmisión cultural de información a través de él. Este estudio buscó determinar los efectos de la pertenencia al grupo –el grupo social al que pertenece el sujeto– en la conducta imitativa de niños de 2.5, 4 y 6 años.\u0000Método.  Se implementó un diseño 3x3 con análisis intergrupal e intrasujeto, donde se compararon los tres rangos de edad, y cada niño pasó por tres condiciones experimentales: endogrupo (el participante y el experimentador pertenecen al mismo grupo), exogrupo (participante y experimentador pertenecen a dos grupos distintos) y neutro (el participante no tiene información sobre el grupo al que pertenece el experimentador). Se evaluaron 172 niños (85 niñas, 49,4%).\u0000Resultados. Se encontraron diferencias estadísticamente significativas en la imitación según la edad y la pertenencia al grupo; además, estas diferencias incluyen aumento en la fidelidad de la imitación, y la consolidación de la flexibilidad en la conducta imitativa, que permite a los niños adaptarse a diferentes contextos.\u0000Discusión y conclusiones.  Se concluye que la imitación en los niños más grandes no solo es más fiel, sino también más flexible a los contextos y más sensible a variables de esos contextos. Estos cambios indican la necesidad de entender la imitación desde una perspectiva amplia de aprendizaje cultural, lo cual puede aportar a la elaboración de diversas y más eficientes prácticas pedagógicas durante la educación en la infancia.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"6 s2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138621354","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}

{"title":"Teaching motivational profiles related to intention to leave the teaching profession","authors":"Jorge Vergara-Morales, Milenko Del Valle","doi":"10.25115/ejrep.v21i61.7128","DOIUrl":"https://doi.org/10.25115/ejrep.v21i61.7128","url":null,"abstract":"Introduction.  Studies show that teacher motivation is related to the intention to leave the teaching profession, but there is a lack of studies that to research the relationships according to latent motivational profiles. Therefore, the objective of the study is to determine the influence of teaching motivational profiles on the intention to leave the teaching profession in a sample of Chilean school system teachers.    \u0000Method.  310 teachers who graduated from a Chilean university participated in the study. Latent profile analysis and one-way ANOVA test were used to assess the motivational profiles and differences in intention to leave. \u0000Results.  The results support the fit of a model of four teacher motivational profiles: low quality (n = 16), high quantity (n = 89), low quantity (n = 82) and high quality (n = 123). Furthermore, teachers grouped in the profiles with the highest degrees of autonomy for teaching presented the lowest levels of intention to leave the profession.\u0000Discussion and Conclusion. It is inferred that teacher motivational profiles influence the intention to leave the teaching profession. More specifically, it is concluded that the teachers grouped in the motivational profiles with greater degrees of autonomy to carry out teaching work show less intention to leave the teaching profession. \u0000 ","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":" 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138611386","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}

{"title":"Resiliencia como factor de protección hacia las creencias y actitudes violentas de estudiantes universitarios del ámbito educativo","authors":"Óscar Gavín Chocano, David Molero, María Teresa Ocaña-Moral, Lara Checa-Domene","doi":"10.25115/ejrep.v21i61.8696","DOIUrl":"https://doi.org/10.25115/ejrep.v21i61.8696","url":null,"abstract":"Introducción. La justificación de la violencia en función del género y las minorías se fundamenta en los procesos de socialización diferencial, por lo que la resiliencia frente a los fenómenos de violencia en la universidad, cobra gran importancia ya que constituye un recurso colectivo para su afrontamiento.\u0000Método. En la presente investigación participaron 406 estudiantes universitarios de la Universidad de Jaén (España), de los cuales el 77.8% fueron mujeres y el 22.2%, hombres, con una edad media de 23.68 años (±7.03). Se utilizaron los instrumentos: The 14-Item Resilience Scale (RS-14) y el Cuestionario de Actitudes hacia la Diversidad y la Violencia (CADV). El objetivo fue determinar la relación entre la Resiliencia y las actitudes hacia la diversidad y la violencia.\u0000Resultados. Los resultados muestran que, respecto al género, en las dimensiones justificación de la violencia y creencias sexistas los hombres presentan índices más altos, mientras que, en la competencia personal, las mujeres obtuvieron puntuaciones más elevadas (p<.05). El análisis de regresión confirma el valor predictivo de la resiliencia sobre la competencia personal; aceptación de uno mismo y de la vida; y creencias tolerantes y rechazo de la violencia.\u0000Discusión y conclusiones. Los hallazgos tienen implicaciones necesarias para reforzar estrategias de prevención sobre las actitudes violentas en el contexto universitario.\u0000 ","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138618137","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}

{"title":"Academic Resilience among Indonesian College Students during the COVID-19 Pandemic: The Role of Future Orientation and Peer Support","authors":"Dewi Kumalasari","doi":"10.25115/ejrep.v21i61.7945","DOIUrl":"https://doi.org/10.25115/ejrep.v21i61.7945","url":null,"abstract":"Introduction.  Students in Indonesia are known to have a low level of academic resilience; both compared to other countries in Asia and around the world. Academic resilience is influenced by various factors, including internal and external factors. This study aimed to examine the contribution of future orientation (representing internal factor) and peer support (representing external factor) simultaneously towards academic resilience.\u0000Method.  This cross-sectional study conducted by online questionnaire, encompassed three measurement instruments: Academic Resilience Scale-Indonesian version (α =.89), Future Orientation Scale (α =.82), and Multidimensional Scale of Perceived Social Support (α =.71).  A total of 303 undergraduate students were recruited for this study by accidental sampling method.  \u0000Results.  Through multiple regression analysis, future orientation and peer support simultaneously contribute to academic resilience in Indonesian students (R2 = .46, F (2.300) = 129.415, p<.001). Regarding comparative effect, peer support contributed slightly more to academic resilience than future orientation. In addition, based on the t-test, there were significant differences in academic resilience between male and female students (t=-2.141, p=.033). Academic resilience was also significantly correlated with academic achievement as measured by GPA (r=.36, p<.001).\u0000Discussion and Conclusion. This current study highlights that academic resilience was associated with future orientation (represent internal factor) and peer support (represent external factors (peer support) collectively. Furthermore, peer support had a slightly higher contribution towards academic resilience than future orientation. This finding can be served as a foundation for interventions to develop student academic resilience.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138627071","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}

{"title":"Análisis de la influencia de la familia en el rendimiento académico en Educación Secundaria Obligatoria mediante árboles de decisión","authors":"Daniel Marino Rodríguez Rodríguez","doi":"10.25115/ejrep.v21i61.8267","DOIUrl":"https://doi.org/10.25115/ejrep.v21i61.8267","url":null,"abstract":"Introducción.  El estudio de la importancia de la familia en el rendimiento académico de los estudiantes sigue siendo uno de los temas de investigación más relevantes, a pesar de décadas de estudio. Es un tópico que ha sido más explorado en la educación primaria que en la educación secundaria.\u0000Método.  Con la técnica de análisis de árboles de decisión y con una muestra seleccionada aleatoriamente, los objetivos de este estudio son explorar la importancia de variables familiares sobre el rendimiento académico del alumnado de Educación Secundaria Obligatoria y caracterizar al alumnado con mejor y peor rendimiento a partir de sus factores familiares. La muestra ha sido seleccionada mediante un muestreo aleatorio por conglomerados. Los participantes fueron 1078 estudiantes pertenecientes a 38 institutos de educación secundaria públicos. En cuanto a las variables analizadas, de cada progenitor se tuvo en cuenta su nivel educativo, su situación laboral y las expectativas que tenían sobre el futuro académico del estudiante. Además, también se incluyeron el tipo de familia, el apoyo familiar afectivo y si el estudiante se encontraba declarado en situación de riesgo por los servicios de protección a la infancia y a la adolescencia. \u0000Resultados.  Se comprobó la influencia de algunas de las variables familiares, especialmente la declaración de situación de riesgo, el apoyo familiar afectivo y las vinculadas a la madre del alumnado. Se obtuvieron grupos claramente diferenciados por su promedio de rendimiento académico a partir de la influencia de factores familiares.\u0000Discusión y conclusiones.  La importancia de que las dos variables sociofamiliares más relevantes para el rendimiento académico sean las expectativas de los progenitores y el apoyo familiar afectivo plantea la necesidad de que desde las escuelas se intervenga en ellas.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"23 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138625133","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}

{"title":"Propiedades Psicométricas del Cuestionario Habilidades Socio-emocionales para la Mediación Escolar","authors":"Francisco Javier Benítez Moreno, Antonio J. Rodríguez Hidalgo, Mauricio Herrera-López","doi":"10.25115/ejrep.v21i61.8499","DOIUrl":"https://doi.org/10.25115/ejrep.v21i61.8499","url":null,"abstract":"Introducción.  Disponer de un instrumento de medida de las habilidades socioemocionales para la mediación escolar resulta útil para la selección de mediadores escolares; también sirve para identificar las fortalezas con las que cuentan las personas o grupo en particular al momento de iniciar un proceso de formación. El objetivo fue construir y determinar las propiedades psicométricas de un instrumento para medir habilidades socioemocionales de mediación escolar en estudiantes de instituciones educativas oficiales de la Ciudad de Pasto (Colombia).\u0000Método.  La muestra incidental estuvo conformada por 460 estudiantes con edades entre los 12 y 22 años (M=14.68; SD=1.41). Se analizaron evidencias de validez de contenido y validez de constructo. La validez convergente se analizó con el cuestionario Competencia Social Multidimensional (Gómez et al., 2017).\u0000Resultados.  Los resultados confirman una estructura trifactorial: 1) comprensión y gestión del conflicto, 2) facilitación de la comunicación y 3) consciencia y regulación emocional; estas son coherentes con la propuesta teórica de base.\u0000Discusión y conclusiones.  En el primer factor resalta la necesidad de una sensibilidad y empatía frente a las emociones; en el segundo, mantener las normas en el encuentro para beneficio de la expresión de intereses, asumir un discurso persuasivo, y estar seguro de sí mismo; en el tercero, es prioritario actuar de forma autocontrolada para beneficio de la transformación pacífica de las situaciones conflictivas; se reconoce necesario abstenerse de realizar comportamientos agresivos como es alzar deliberadamente el tono de voz.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"46 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138627113","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}