Electronic Journal of Research in Education Psychology最新文献

{"title":"Explanatory variables of educational innovation: A model based on personality traits","authors":"Carlos Monge López, David Montalvo Saborido, Juan Carlos Torrego Seijo, José María Fernández Batanero","doi":"10.25115/ejrep.v21i60.5538","DOIUrl":"https://doi.org/10.25115/ejrep.v21i60.5538","url":null,"abstract":"Introduction. Innovation is a relevant concept in the field of education inasmuch as it refers to planned processes aimed at improving school organization, teachers’ professional development, student learning, and more. However, it is an element that is influenced by a wide variety of variables. Teachers’ personality traits are those elements that are capable of describing, explaining, and predicting their behaviour.\u0000Method. The objective of this study is to offer a statistical model that explains teaching innovation factors based on teachers’ personality factors. A survey was carried out with 1,040 Spanish teachers in basic education. They were given the Teaching Innovation Factors Questionnaire and the 16 Personality Factors Questionnaire.\u0000Results. The multiple linear regression analysis resulted in significant models to predict Institutional Participation (R2 = .16), Psychopedagogical Openness (R2 = .18), and Didactic Planning (R2 = .11). The first of these factors can be predicted based on the following personality traits: self-reliance, liveliness, openness to change, affability, social boldness, and perfectionism. The regression model for the second factor consists of openness to change, affability, dominance, liveliness, self-reliance, and stability. The third factor can be predicted based on openness to change, sensitivity, perfectionism, rule-consciousness, dominance, social daring, liveliness, and vigilance.\u0000Discussion and Conclusion. In conclusion, some personality factors are part of models that can predict teaching innovation, especially the opening.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115047105","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":"Inteligencia emocional en 5º y 6º de Educación Primaria. Percepción, comprensión y regulación de las emociones del alumnado en función del género, la edad y el contexto","authors":"Fernando López-Noguero, J. Gallardo-López, David Muñoz-Villaraviz","doi":"10.25115/ejrep.v21i60.7868","DOIUrl":"https://doi.org/10.25115/ejrep.v21i60.7868","url":null,"abstract":"Introducción. La educación emocional es un proceso educativo permanente, cuyo objetivo es desarrollar habilidades emocionales que capaciten al ser humano para la convivencia en sociedad, y que contribuyan a mejorar su bienestar personal y social. La educación en las escuelas, desde una perspectiva tradicional, se ha centrado durante muchos años en transmitir conocimientos y desarrollar aprendizajes sin tener mucho en cuenta los aspectos emocionales y sociales del alumnado.\u0000Método. El objetivo de esta investigación es analizar cómo los estudiantes de Educación Primaria perciben, comprenden y regulan sus emociones, evaluando sus niveles de atención emocional, claridad emocional y reparación de las emociones, observando si influye el sexo, la edad o el contexto de los centros educativos donde estudian. Para lograr el objetivo se aplicó la Trait Meta Mood Scale-24 (TMMS-24) a una muestra de 1091 estudiantes pertenecientes a 5º y 6º curso de Educación Primaria de centros públicos de la provincia de Sevilla (España). La metodología de investigación empleada responde a un diseño ex post facto, cuantitativo, transversal, y descriptivo. \u0000Resultados. Los resultados indican que, en líneas generales, los participantes presentan niveles adecuados en atención o percepción de las emociones, comprensión emocional y regulación emocional. Sin embargo, el género se muestra como una variable significativa, influyendo en cierto grado en los resultados obtenidos. Por otro lado, la edad también es una variable que incide en los resultados obtenidos en las dimensiones de análisis, resultando que a medida que aumenta la edad se obtienen menores puntuaciones en atención, comprensión y regulación de las emociones. Finalmente, el contexto educativo de los centros donde estudian los participantes también se ha revelado como un aspecto a tener en cuenta en los resultados de esta investigación.\u0000Discusión y conclusiones. Como conclusiones generales, se puede señalar que la variable “género” influye, en cierta medida, en los resultados obtenidos en las diferentes dimensiones de análisis. Por lo que respecta a la variable “edad”, se comprueba que ésta presenta una alta correlación con las subescalas “percepción”, “comprensión” y “regulación”, concluyendo que, a mayor edad, menores puntuaciones. Del mismo modo, el contexto donde se ubica el centro educativo es un factor influyente en las capacidades de percepción, comprensión y regulación emocional de los estudiantes, según los datos obtenidos.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128616363","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":"¿Neuro-orientación vocacional? La elección de carrera profesional basada en la especialización funcional del cerebro.","authors":"Julian Andres Manrique Aristizabal, Juan Felipe Martínez Flórez, Héctor Orlando Valenzuela Reinoso","doi":"10.25115/ejrep.v21i60.5988","DOIUrl":"https://doi.org/10.25115/ejrep.v21i60.5988","url":null,"abstract":"Introducción.  Este estudio pretende someter a evaluación el modelo de dominancia cerebral de cuatro cuadrantes con el fin de contribuir a ampliar el debate de cómo la psicología cognitiva y la neurociencia pueden articularse con teorías de educación.\u0000Método.  Mediante un diseño transversal de tipo descriptivo, se realizó la evaluación del perfil de aptitud profesional y la medición de la actividad cerebral con EEG a un grupo de 34 estudiantes de último año de educación secundaria mientras resolvían cuatro tareas cognitivas: razonamiento numérico, seguimiento de instrucciones, reconocimiento de emociones y rotación viso-espacial.  \u0000Resultados. Los perfiles de aptitud profesional y el desempeño en las tareas cognitivas no se encuentran relacionados consistentemente con la actividad cerebral del cuadrante especifico al que se adscriben. Por otro lado, se aprecia que las puntuaciones en los perfiles de aptitud profesional varían de acuerdo con el ritmo eléctrico (alfa y beta) que exhiben los estudiantes al realizar las tareas cognitivas.\u0000Discusión y conclusiones.  Los datos reportados contradicen el modelo de especialización cerebral por cuadrantes, siendo más congruentes con otras aproximaciones teóricas que conciben el funcionamiento cerebral a partir de redes neuronales de cooperación selectiva. Este estudio aporta evidencia empírica sobre las huellas fisiológicas de la cognición de dominio especifico, siendo importante para generar estrategias prácticas que permitan potenciar el aprendizaje, la evaluación o la orientación vocacional.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131283744","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":"Diseño y validación de la Escala de Convivencia Escolar en educación Secundaria del noroeste de México","authors":"Norma Isabel Rodelo Morales, Blanca Fraijo-Sing, César Octavio Tapia Fonllem","doi":"10.25115/ejrep.v21i60.7250","DOIUrl":"https://doi.org/10.25115/ejrep.v21i60.7250","url":null,"abstract":"Introducción.  La convivencia escolar como punto importante en la calidad entre las interacciones es uno de los constructos más importantes en el análisis del comportamiento humano dentro del campo educativo (Cerda et al., 2019; Larios-Gómez, 2021).  Para medir este constructo, se diseñó y validó la Escala de Convivencia Escolar en Educación Secundaria.\u0000Método.   La muestra se conformó por 641 estudiantes del noroeste de México (48% hombres, 52% mujeres, M edad=12.94 años).  Para revisión de sus propiedades psicométricas, se realizó un análisis factorial confirmatorio, la validez convergente, de contenido, así como la consistencia interna.\u0000Resultados. Los resultados del análisis confirmatorio mostraron una estructura factorial similar a la originalmente diseñada de 15 factores, además de índices aceptables de consistencia interna.\u0000Discusión y conclusiones.  A partir de estos resultados, se propone un instrumento válido para medir convivencia escolar en estudiantes de secundaria, de fácil comprensión y de respuesta rápida.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128707025","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":"Task-Oriented Reading in Primary School. The Ability to Discriminate Relevant Content from Multiple Text of Fourth- and Sixth-Graders","authors":"Hector Garcia-Rodicio, Ruth Villalón Molina, María Ángeles Melero Zabal, María Belén Izquierdo Magaldi","doi":"10.25115/ejrep.v21i60.7901","DOIUrl":"https://doi.org/10.25115/ejrep.v21i60.7901","url":null,"abstract":"Introduction.  Multiple-text task-oriented reading is using several texts to perform an assigned task. It involves two core processes, namely, comprehending text contents and discriminating the text contents that are relevant for the task. We explored these two processes in primary school students.\u0000Method.  We had 150 students from grades fourth (9-10 years old) and sixth (11-12 years old) use three texts to learn about an assigned question. After using the texts, they took a recall test, which required them to recall as much as possible about the question-relevant information, and a verification test, which required them to judge inferences from the text contents, both question-relevant and question-irrelevant, as true or false.\u0000Results.  The participants performed worse in recall than in verification. The sixth-graders outperformed the fourth-graders in recall and, more clearly, in verification.\u0000 \u0000Discussion and Conclusion. The results suggest, first, that students are better able to comprehend text contents than to discriminate task-relevant content and, second, that both the ability to comprehend text content and the ability to discriminate task-relevant content improve throughout the school years but the former may develop faster.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133759033","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":"A bifactor-based Academic PsyCap Questionnaire for students and fresh graduates","authors":"D. Colledani, P. Anselmi, L. Fabbris, E. Robusto","doi":"10.25115/ejrep.v21i60.7205","DOIUrl":"https://doi.org/10.25115/ejrep.v21i60.7205","url":null,"abstract":"Introduction.  In the last two decades, great attention has been devoted to the four dimensions of the psychological capital (PsyCap): self-efficacy, hope, optimism, and resilience. These individual differences have been found to positively influence both academic and professional outcomes. This work aims to develop a bifactor-based version of the Academic PsyCap Questionnaire (APCQ), which is an instrument specifically meant for students and fresh graduates.\u0000Method.  Cross-sectional data were collected in a large sample of Italian fresh graduates (N = 1,603).  Data were analysed through exploratory and confirmatory factor analysis. The invariance of the APCQ across males and females and across bachelor and master graduates was tested through Multiple-Group Confirmatory Factor Analyses. The relationships of the scores at the APCQ and its four scales with the soft skills were explored through Pearson’s correlations.\u0000Results.  The questionnaire includes 20 items that have been found to adequately assess the four dimensions of self-efficacy, resilience, optimism, and hope, as well as the general factor of psychological capital.  The bifactor structure of the instrument is in line with the definition of PsyCap in the literature. The APCQ was found to be invariant across genders and levels of academic degrees. Moreover, the APCQ scales were found to be positively associated with a set of soft skills that are relevant to achieving academic and professional success.\u0000Discussion and Conclusion.  The paper provides researchers, practitioners, and educators with a valid and reliable instrument that may help them to effectively evaluate PsyCap dimensions in students and fresh graduates in order to design effective interventions and tailored educational programs. ","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122736862","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":"Qué procesos creativos intervienen en la realización de pruebas de pensamiento divergente","authors":"Mercedes Ferrando Prieto, María Dolores Prieto Fernández, Carmen Ferrándiz García","doi":"10.25115/ejrep.v21i60.7809","DOIUrl":"https://doi.org/10.25115/ejrep.v21i60.7809","url":null,"abstract":"Introducción. La psicología cognitiva ha sido capaz de identificar algunos de los procesos creativos claves que ayudan al pensamiento en la solución original y valiosa de problemas. Según la psicología cognitiva no existe un único proceso mental que dé lugar a soluciones creativas, sino que la creatividad surge del uso combinado de estos procesos. El objetivo de esta investigación es indagar sobre qué procesos están más relacionados con un alto rendimiento en las pruebas de pensamiento divergente.\u0000Método. Para ello un total de 122 alumnos de edades comprendidas entre 12 y 17 años (M=14.22; DT=1.44) cumplimentaron distintas tareas de pensamiento divergente que valoran las dimensiones de fluidez, flexibilidad, originalidad y elaboración.  Además, cumplimentaron la prueba Procesos Cognitivos Asociados a la Creatividad, CPAC (Miller, 2014) que valoran las dimensiones: generación de ideas; pensamiento metafórico y analógico; manipulación de ideas; imaginación; incubación; y flujo de ideas.\u0000Resultados. Los resultados mostraron algunas correlaciones significativas pero muy débiles entre los procesos imaginación y fluir con algunas de las dimensiones del pensamiento divergente. Se establecieron dos grupos de alumnos: aquellos con mayor rendimiento creativo y aquellos con menor rendimiento creativo; y se realizaron análisis de diferencia de medias. Se encontró que no existían diferencias entre ambos grupos de alumnos.\u0000Discusión o conclusión:  No habiendo encontrado ningún proceso creativo con más impacto sobre el pensamiento divergente, se discute la hipótesis de Pringle y Sowden (2007) que afirma que las personas creativas no se caracterizan pore el tipo de procesos que utilizan, sino por su facilidad para cambiar de un proceso a otro.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115678115","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":"Diseño y validación de una escala de ciberodio (ECO) en población universitaria colombiana","authors":"Sergio Andrés Castaño Pulgarín, José Castilla Tang, Luz Magnolia Tilano Vega, Harvey Mauricio Herrera López","doi":"10.25115/ejrep.v21i60.6686","DOIUrl":"https://doi.org/10.25115/ejrep.v21i60.6686","url":null,"abstract":"Introducción.El Internet y las redes sociales se han convertido en espacios de interacción digital en los que la participación de personas de todas las edades ha conllevado a una serie de intercambios que pueden ser reconocidos por sus contenidos de odio en relación con ideologías políticas, religiosas, de género y origen étnico. A este fenómeno se le ha denominado ciberodio.\u0000Método. Esta investigación se propuso diseñar y validar la primera escala de ciberodio en español, en población colombiana. La muestra final estuvo conformada por 1984 estudiantes universitarios entre 18 y 61 años (M=23.25; DE=5.06), provenientes de 23 universidades y 14 departamentos de Colombia.         \u0000Resultados. La escala final de ciberodio quedó compuesta por 32 ítems, distribuidos en tres dimensiones: victimización, perpetración y observación de ciberodio político, religioso, de género y origen étnico. Se realizó validez de contenido con el apoyo de nueve jueces expertos, validez comparada con la prueba ECIPQ (ciberacoso) y validez de constructo, a través de Análisis Factorial Exploratorio y Análisis Factorial Confirmatorio.\u0000Discusión y conclusiones. La prueba construida presenta óptimas cualidades psicométricas. Su índice de confiabilidad es α=0.939 y ɷ = 0.96 con Omega MacDonald, lo cual indica un nivel adecuado de consistencia interna.  Adicionalmente, se reporta una correlación moderada positiva con la ECIP-Q, que comprueba la especificidad y robustez del constructo ciberodio, diferenciándolo del cyberbullying. En conclusión, la ECO es válida y confiable para la medición de ciberodio en la población de referencia.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130781491","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":"Self-efficacy, test anxiety and mathematics performance in Uruguayan adolescents exposed to community violence","authors":"Cindy Mels, Diego Cuevasanta, Victor Ortuño","doi":"10.25115/ejrep.v21i60.5626","DOIUrl":"https://doi.org/10.25115/ejrep.v21i60.5626","url":null,"abstract":"Introduction.  Community violence exposure (CVE) during adolescence relates negatively with academic performance, yet little is known about the mechanisms that underlie this association. Research on self-regulated learning identifies self-efficacy and test anxiety as key for explaining academic performance, while the stress process model of children's exposure to violence provides a framework for understanding how these aspects of the learning process may be debilitated by CVE.\u0000Method.  This study aims to explore the mediating role of self-efficacy and test anxiety in the relation between CVE and academic performance. In a sample of 110 adolescents from low-income neighborhoods in Montevideo, Uruguay, structural equation modeling was used to test the hypothesis that adolescents with higher CVE have lower self-efficacy and higher test anxiety, which in turn compromises their mathematics achievement. We also hypothesize an indirect negative effect of CVE on self-efficacy through test anxiety.\u0000Results.  Our data confirm that CVE is associated with test anxiety and mathematics score, yet not self-efficacy. While both self-efficacy and test anxiety relate to mathematics score, our sample does not support an indirect effect of CVE on mathematics performance through these variables. Furthermore, analysis reveal a surprising positive – yet small – indirect effect of CVE on self-efficacy through test-anxiety.\u0000Discussion and Conclusion.  As self-efficacy – a malleable tool for promoting academic outcomes – appears not directly related to CVE in our sample, it holds important potential for enhancing academic achievement in youth exposed to community violence. Implications for psycho-educational interventions are set forth.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131259616","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":"Understanding Third Language Learners’ Communication Apprehension, by Employing their Socio-Demographic Profiles, Academic Motivation and Self-Efficacy as Predictors","authors":"Chioma Christiana Akuneme, K. C. Nwosu","doi":"10.25115/ejrep.v21i59.6961","DOIUrl":"https://doi.org/10.25115/ejrep.v21i59.6961","url":null,"abstract":"Introduction. Communication apprehension is significant in understanding the language skills acquisition of foreign language students. However, studies on communication apprehension have been devoted mainly to second language learners of the English Language. Consequently, there is, in the body of literature, insufficient evidence to understand factors that impact communication apprehension of third language learners. This gap can limit the capacity of researchers interested in foreign language to understand the mechanism underlying third language learners’ communication apprehension. This warranted the need to investigate the predictive powers of socio-demographic variables, academic motivation, and self-efficacy on the communication apprehension of French, Chinese and German third language learners in Nigerian Federal universities.\u0000Method. A hierarchical regression analysis was conducted on a sample of 278 third language learners (French n = 148; Chinese n = 78 and German n =52). Socio-demographic variables (age, gender and language of specialization), dimensions of academic motivation (intrinsic motivation, extrinsic motivation, motivational strength) and self-efficacy served as the predictor variables while communication apprehension was the criterion variable.\u0000Results. Results revealed that while the socio-demographic variables were not significant predictors, intrinsic motivation and self-efficacy negatively and significantly predicted third language learners’ communication apprehension whereas motivational strength became a positive and significant predictor of third language learners’ communication apprehension only when their self-efficacy was entered in the model.  \u0000Discussions and conclusions. Based on the findings, it was concluded that possession of strong self-efficacy beliefs and high intrinsic motivation might be essential for third language learners to overcome their communication apprehension.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133212507","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}