European Journal of Educational Research最新文献_第2页

Special Education Teachers’ Perceived Work Stress, Burnout Symptoms, Towards Adoption of Transformational Teaching in Inclusive Schools: A Cross-Country Study Between Indonesia and Thailand 特殊教育教师感知到的工作压力、职业倦怠症状以及在全纳学校中采用变革教学的情况：印度尼西亚和泰国的跨国研究

European Journal of Educational Research Pub Date : 2024-07-15 DOI: 10.12973/eu-jer.13.3.1215

Sujarwanto Sujarwanto, W. P. Saroinsong, C. Boonroungrut, Budi Purwoko

{"title":"Special Education Teachers’ Perceived Work Stress, Burnout Symptoms, Towards Adoption of Transformational Teaching in Inclusive Schools: A Cross-Country Study Between Indonesia and Thailand","authors":"Sujarwanto Sujarwanto, W. P. Saroinsong, C. Boonroungrut, Budi Purwoko","doi":"10.12973/eu-jer.13.3.1215","DOIUrl":"https://doi.org/10.12973/eu-jer.13.3.1215","url":null,"abstract":"During the implementation of the inclusive education policy in several countries in Association of Southeast Asian Nations (ASEAN), the psychological health of special education teachers should be considered as a key success factor. This study explored special education teachers’ perceived work stress (PWS), bio-psychological burn-out symptoms (BPS), and transformational teaching (TFT) in inclusive education in Indonesia and Thailand. There were 177 Indonesian and 199 Thai teachers completing a series of questionnaires that included BPS, PWS, and TFT. The results showed that BPS and PWS were high, whereas BPS and TFT were significantly different across nations. No gender differences were found among both Indonesian and Thai teachers. Moreover, TFT could be significantly predicted by positive age and negative work stress, which explained 8% of the variance among Indonesian teachers (R2 = .08, F(4, 172) = 4.18, p < .01) and by positive age and negative burnout symptoms, which explained 6% of the variance among Thai teachers (R2 = .06, F(4, 186) = 3.18, p < .05). Furthermore, inclusive education policymakers and stakeholders should be aware of psychological health improvement including burnout symptoms and work stress, which negatively invade the role of TFT among special education teachers in both countries.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"15 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141646831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Combining Performance-Based and Self-Reported Measures of Executive Functions: Are Both Meaningful in Predicting Study Success in Higher Education Students? 将基于表现的执行功能测量与自我报告的执行功能测量相结合：两者在预测大学生学习成功方面是否都有意义？

European Journal of Educational Research Pub Date : 2024-07-15 DOI: 10.12973/eu-jer.13.4.1647

D. Manuhuwa, Mirjam Snel-de-Boer, Jan Willem de-Graaf, Jake Fleer

{"title":"Combining Performance-Based and Self-Reported Measures of Executive Functions: Are Both Meaningful in Predicting Study Success in Higher Education Students?","authors":"D. Manuhuwa, Mirjam Snel-de-Boer, Jan Willem de-Graaf, Jake Fleer","doi":"10.12973/eu-jer.13.4.1647","DOIUrl":"https://doi.org/10.12973/eu-jer.13.4.1647","url":null,"abstract":"Research in higher education has revealed a significant connection between executive functions (EF) and study success. Previous investigations have typically assessed EF using either neuropsychological tasks, which provide direct and objective measures of core EF such as inhibition, working memory, and cognitive flexibility, or self-report questionnaires, which offer indirect and subjective assessments. However, studies rarely utilize both assessment methods simultaneously despite their potential to offer complementary insights into EF. This study aims to evaluate the predictive capabilities of performance-based and self-reported EF measures on study success. Employing a retrospective cohort design, 748 first-year Applied Psychology students completed performance-based and self-report questionnaires to assess EF. Maximum likelihood correlations were computed for 474 students, with data from 562-586 first-year students subsequently subjected to hierarchical regression analysis, accommodating pairwise missing values. Our results demonstrate minimal overlap between performance-based and self-reported EF measures. Additionally, the model incorporating self-reported EF accounted for 13% of the variance in study success after one year, with the inclusion of performance-based EF raising this proportion to 16%. Self-reported EF assessments modestly predict study success. However, monitoring levels of self-reported EF could offer valuable insights for students and educational institutions, given that EF play a crucial role in learning. Additionally, one in five students reports experiencing significant EF difficulties, highlighting the importance of addressing EF concerns for learning and study success.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Turkish Language Teachers' Perspectives on Listening Skills Education in Turkey and Northern Cyprus 土耳其语言教师对土耳其和北塞浦路斯听力技能教育的看法

European Journal of Educational Research Pub Date : 2024-07-15 DOI: 10.12973/eu-jer.13.3.1263

Selma Korkmaz, Ahmet Güneyli

{"title":"Turkish Language Teachers' Perspectives on Listening Skills Education in Turkey and Northern Cyprus","authors":"Selma Korkmaz, Ahmet Güneyli","doi":"10.12973/eu-jer.13.3.1263","DOIUrl":"https://doi.org/10.12973/eu-jer.13.3.1263","url":null,"abstract":"Listening is a language skill that is acquired in childhood but can be improved throughout the educational process. It is of great importance in both educational and everyday life. The objective of this study is to identify the importance given to listening training by students, assess their listening skills, and determine what can be done to improve their listening skills to top levels. The study group consists of 50 Turkish language teachers from various primary and secondary schools in Turkey and Northern Cyprus. A 9-question interview form was used to collect data. The data obtained were analyzed using content analysis, frequencies, and percentages. Based on the results, most Turkish language teachers revealed that their students do not listen sufficiently to their teachers, and the reasons for this could be related to the school, teachers, curriculum, or the students themselves. Additionally, the teachers stated that it is essential to emphasize the importance of listening to students in the first place, and it could be beneficial to increase the number of listening activities in the course books and assess and evaluate listening skills more frequently.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"48 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141644450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Integrated Framework of Online Learning Effectiveness in Institutions of Higher Learning 高等院校在线学习有效性综合框架

European Journal of Educational Research Pub Date : 2024-07-15 DOI: 10.12973/eu-jer.13.3.1321

Nor Liza Abdullah, M. Ramdan, Noryati Ngah, Khoo Yin Yin, Suzyanty Mohd Shokory, Dayang Rafidah Syariff M. Fuad, Azita Yonus

{"title":"An Integrated Framework of Online Learning Effectiveness in Institutions of Higher Learning","authors":"Nor Liza Abdullah, M. Ramdan, Noryati Ngah, Khoo Yin Yin, Suzyanty Mohd Shokory, Dayang Rafidah Syariff M. Fuad, Azita Yonus","doi":"10.12973/eu-jer.13.3.1321","DOIUrl":"https://doi.org/10.12973/eu-jer.13.3.1321","url":null,"abstract":"In the early stages of adopting online learning, both learners and teachers displayed resistance, but the COVID-19 pandemic has forced a widespread shift to digital learning. To facilitate this transition, there is a growing focus on highlighting the effectiveness of online learning, which directly impacts learning outcomes. This study investigates online learning effectiveness through an integrated framework that considers online assessment practices and online course design as independent variables, with online learning support as a moderating variable. Understanding the effectiveness of online learning is crucial as hybrid learning becomes the \"new norm\" in education, combining online and offline methods for teaching the digital generation. Using a quantitative research design involving 232 students at Universiti Kebangsaan Malaysia, the study found that online assessment practices and course design significantly influence students perceived learning outcomes in an online learning environment. Additionally, online learning support positively moderates this relationship. These findings offer a comprehensive perspective on how online assessment practices, course design, and support systems contribute to the quality of higher education in Malaysia amidst evolving educational practices.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"39 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141644869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the Factors of Firm-Provided Continuing Education and Training: A Systematic Literature Review 探索企业提供继续教育和培训的因素：系统性文献综述

European Journal of Educational Research Pub Date : 2024-07-15 DOI: 10.12973/eu-jer.13.3.1185

Mariya Neycheva

{"title":"Exploring the Factors of Firm-Provided Continuing Education and Training: A Systematic Literature Review","authors":"Mariya Neycheva","doi":"10.12973/eu-jer.13.3.1185","DOIUrl":"https://doi.org/10.12973/eu-jer.13.3.1185","url":null,"abstract":"Given the insufficient involvement of business investments in adult education, this study focused on the factors that motivate managers and entrepreneurs to invest in continuing education. For this purpose, we conducted a systematic literature review of studies referenced in Scopus and Web of Science since 2015. The factors for training were classified into four levels: personal, organizational, industry-related, and national. The results indicated that the inside firm-related determinants are the most studied and essential. A consensus emerged in the relevant literature on the positive impact of a supportive workplace culture, a learning orientation, formalized human resource development practices, and employee voice. The long-term orientation of managers and the perception of employees’ flexibility and adaptability to change also play a role. The study highlights the increasing pressure from regulations and market competition, as well as the (in)capability of universities to provide training tailored to the specific needs of companies. Although institutional factors appeared to predominate, economic considerations also influence training decisions; the latter means that the two underlying theories – institutional theory and human capital theory – complement each other when explaining employers' incentives to invest in training.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"40 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141645185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Practicability of Quality Assurance Mechanisms in Promoting Tanzanian Universities’ Compliance 质量保证机制在促进坦桑尼亚大学遵纪守法方面的实用性

European Journal of Educational Research Pub Date : 2024-07-15 DOI: 10.12973/eu-jer.13.3.1139

Daudi Mrema, Irénée Ndayambaje, Philothère Ntawiha, Eugene Ndabaga

{"title":"The Practicability of Quality Assurance Mechanisms in Promoting Tanzanian Universities’ Compliance","authors":"Daudi Mrema, Irénée Ndayambaje, Philothère Ntawiha, Eugene Ndabaga","doi":"10.12973/eu-jer.13.3.1139","DOIUrl":"https://doi.org/10.12973/eu-jer.13.3.1139","url":null,"abstract":"Compliance with any policies, laws and regulations, including university compliance with quality assurance mechanisms globally, depends on the practicability of those mechanisms. Like other countries, Tanzania has quality assurance mechanisms that require universities to comply. However, the existing audit reports have shown non-compliance cases to such mechanisms. This study sought to explore the practicability of the existing quality assurance mechanisms in promoting universities’ compliance in Tanzania. The documentary reviews, interviews, and focus group discussions were used to collect data from the 4 universities and 46 students, academics, and quality assurance directors and officers as a sample size selected purposively. The data were analysed through content analysis. The findings revealed that the existing quality assurance mechanisms are generally practicable; however, there are quality assurance requirements with practicability challenges due to contextual factors. Such requirements include senior academics in administrative duties, academics’ promotion, academics’ recruitment, inclusive and participatory teaching approaches, requirements with extra financial costs, examination scripts’ marking, and invigilation restrictions. This study concludes that the practicability challenges of some quality assurance mechanisms are one reason for non-compliance cases at some Tanzanian universities. It recommends that key stakeholders be involved in establishing mechanisms, and all contextual factors must be addressed to enhance practicability.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"24 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141645837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intergenerational Learning Among Teachers’ Professional Development and Lifelong Learning: An Integrative Review of Primary Research 教师专业发展与终身学习中的代际学习：原始研究综述

European Journal of Educational Research Pub Date : 2024-07-15 DOI: 10.12973/eu-jer.13.3.1275

Paula Batista, A. Mouraz, Isabel Viana, A. Graça

{"title":"Intergenerational Learning Among Teachers’ Professional Development and Lifelong Learning: An Integrative Review of Primary Research","authors":"Paula Batista, A. Mouraz, Isabel Viana, A. Graça","doi":"10.12973/eu-jer.13.3.1275","DOIUrl":"https://doi.org/10.12973/eu-jer.13.3.1275","url":null,"abstract":"This integrative literature review aims to provide a broader and updated perspective of teachers’ intergenerational learning (IL). The search was done in Web of Science and EBSCO ultimate databases between 2011 and 2022. Thirty-two empirical studies were selected and submitted to a thematic analysis and five themes were identified: (a) defining and conceptualising generation, (b) IL from understandings to practices, (c) contexts, factors and roles from different generations and institutions to promote IL, (d) factors that facilitate the success of IL, and (e) factors that make IL difficult. Data shows an increase in the last decades of research in IL within the educational context, but an absence of the prospective dimension still prevails. Intergenerational knowledge has been researched mainly from an individual professional perspective at the micro and meso levels of scholarship. Effectiveness requires intentional cultivation and a genuine desire for intergenerational knowledge exchange, involving active engagement and awareness among diverse generations and alignment with organizational aims. The promotion of IL takes place in very different ways and forms, and reflection on what is different seems to be a dominant trait. Furthermore, the review could conclude that intergenerational opportunities to work together will improve teacher education and continuous professional development. ","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"24 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141646039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Classroom Climate and Student–Teacher Relationship: A Study Among Students and Teachers in Slovenia 课堂气氛与师生关系：斯洛文尼亚师生研究

European Journal of Educational Research Pub Date : 2024-07-15 DOI: 10.12973/eu-jer.13.3.1411

S. Konrad, Jurka Lepičnik Vodopivec, T. Stemberger

{"title":"Classroom Climate and Student–Teacher Relationship: A Study Among Students and Teachers in Slovenia","authors":"S. Konrad, Jurka Lepičnik Vodopivec, T. Stemberger","doi":"10.12973/eu-jer.13.3.1411","DOIUrl":"https://doi.org/10.12973/eu-jer.13.3.1411","url":null,"abstract":"The primary objective of this study was to determine how students and teachers in primary schools view the classroom climate and its dimensions: (a) peer relationships and (b) student-teacher relationships. Additionally, the study aimed to explore the role of students' age (11-12 years old - 7th grade students vs. 14-15 years old - 9th grade primary school students) and gender on their perceptions of the school climate. Classroom climate was measured with the \"Classroom Climate Questionnaire\", which was completed by a total of 1,531 students (792; 51.6% female) and 348 teachers (296; 84.6% female). The findings of the study indicated that both students and teachers generally perceived the classroom climate as being relatively neutral to positive. However, teachers tended to report more positive classroom relationships compared to students. Furthermore, the study found no significant gender-based differences in how students perceived the classroom climate, peer relationships, and student-teacher interactions. However, differences were identified based on the age or grade level of the students. The results were discussed in the context of the students’ psychological development characteristics and the aspects of socio-emotional learning within school environments, also considering educational policies for achieving greater school quality.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"25 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141648683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Design and Implementation of an Educational App as a Methodology to Improve Speaking Skills in EFL Students at B1 Level: A Case Study 设计和实施教育应用程序，作为提高 B1 级 EFL 学生口语技能的方法：案例研究

European Journal of Educational Research Pub Date : 2024-07-15 DOI: 10.12973/eu-jer.13.3.1199

Nelly Padilla, Y. Padilla, José Luis Andrade, Lorena Yumi

{"title":"Design and Implementation of an Educational App as a Methodology to Improve Speaking Skills in EFL Students at B1 Level: A Case Study","authors":"Nelly Padilla, Y. Padilla, José Luis Andrade, Lorena Yumi","doi":"10.12973/eu-jer.13.3.1199","DOIUrl":"https://doi.org/10.12973/eu-jer.13.3.1199","url":null,"abstract":"The present study aimed to improve the speaking skills of university students at the B1 level who presented limitations in their oral competence. An educational methodology based on designing and implementing an application adapted to the Common European Framework of Reference was developed and applied to boost language performance. A case study was used to conduct the two stages of this research; the former had to do with a control group where intervention was carried out using non-probabilistic sampling with students of the Computing Faculty; a pretest was applied to test the knowledge acquired in their classroom sessions during the first quarter in 2020. The second process was tracking an experimental group, which was assessed after implementing the developed methodology using the app \"4skillsweb\". A posttest was used to evidence learners' progress during the COVID-19 lockdown, and the results showed improved oral competence in aspects such as grammar and vocabulary, discourse management, pronunciation, and interactive communication, with about 95% confidence in its validation. A qualitative-quantitative methodology was used to determine the influence of the English app. A t-students test was implemented to corroborate the data analysis taken by both groups through SOFTWARE JMP v 11.0.0G.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"15 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141646565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining the Conceptual and Procedural Knowledge of Decimal Numbers in Sixth-Grade Elementary School Students 考察六年级小学生的小数概念和程序知识

European Journal of Educational Research Pub Date : 2024-07-15 DOI: 10.12973/eu-jer.13.3.1227

Amalija Žakelj, Andreja Klančar

{"title":"Examining the Conceptual and Procedural Knowledge of Decimal Numbers in Sixth-Grade Elementary School Students","authors":"Amalija Žakelj, Andreja Klančar","doi":"10.12973/eu-jer.13.3.1227","DOIUrl":"https://doi.org/10.12973/eu-jer.13.3.1227","url":null,"abstract":"In this article, we present the results of empirical research using a combination of quantitative and qualitative methodology, in which we examined the achievements and difficulties of sixth-grade Slovenian primary school students in decimal numbers at the conceptual and procedural knowledge level. The achievements of the students (N = 100) showed that they statistically significantly (z = -7,53, p < .001) better mastered procedural knowledge (M = 0.60, SD = 0.22) than conceptual knowledge (M = 0.37, SD = 0.17) of decimal numbers. Difficulties are related to both procedural and conceptual knowledge, but significantly more students have difficulties at the level of conceptual knowledge. At the level of procedural knowledge, or in the execution of arithmetic operations with decimal numbers, we observed difficulties in transforming text notation into numerical expressions, difficulties in placing the decimal point in multiplication and division, and insufficient automation of mathematical operations with decimal numbers. At the level of conceptual knowledge of decimal numbers, the results indicate difficulties for students in understanding the place values of decimal numbers, in estimating the sum, product and quotient of decimals with reflection and in mathematical justification. In relation to difficulties in justification, we observed an insufficient understanding of the size relationship between decimal numbers and difficulties in expressing them in mathematical language. The results indicate that to overcome such difficulties in the learning and teaching of mathematics, more balance between procedural and conceptual knowledge is needed.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"54 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141644634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0