Psychology in Russia-State of the Art最新文献

{"title":"The Relationship Between Perceived Discrimination, Acculturation Attitudes, and Adaptation among Anglophone African Immigrants in Russia: The Moderating Role of Neuroticism.","authors":"Sepase K Ivande,&nbsp;Tatiana Ryabichenko","doi":"10.11621/pir.2023.0105","DOIUrl":"https://doi.org/10.11621/pir.2023.0105","url":null,"abstract":"<p><strong>Background: </strong>Perceived discrimination is an acculturative stressor that negatively predicts psychological and socio-cultural adaptation, partially mediated by the individual's acculturation attitudes. However, despite being under similar conditions of high perceived discrimination, some African immigrants in Russia appear to adapt more successfully than others. Why the individual differences? Neuroticism is a trait that intensifies the experience of negative emotions and sensitivity to stress. Perhaps it amplifies the reaction to acculturative stressors (e.g., perceived discrimination) in terms of acculturation attitudes, with significant implications for adaptation.</p><p><strong>Objective: </strong>This study sought to determine whether the personality trait of neuroticism influences how African immigrants in Russia react to perceived discrimination in terms of their acculturation attitudes and how this may relate to adaptation.</p><p><strong>Design: </strong>A moderated mediation analysis was carried out, investigating neuroticism as a moderator in the relationship between perceived discrimination, acculturation attitudes, and adaptation of African immigrants in Russia (<i>N</i> = 157).</p><p><strong>Results: </strong>Perceived discrimination was found to be strongly associated with poor psychological and sociocultural adaptation, which was partially mediated by the integration attitude; neuroticism strengthened this indirect negative association.</p><p><strong>Conclusion: </strong>When highly neurotic African immigrants perceived elevated levels of discrimination, they were more averse to adopting a positive attitude toward integration, and as a result, were more maladapted. This result suggests that the differences in the levels of adaptation among African immigrants in Russia under similar conditions of high perceived discrimination may be partially due to their levels of neuroticism.</p>","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"16 1","pages":"77-98"},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10294273/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9739926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Contributions of Nina Fedorovna Talyzina to Research Developed in Brazilian Postgraduate Programs","authors":"Luiz Fernando Pereira, Isauro Beltrán Núñez, Alison Luan Ferreira da Silva, Maria Helena de Andrade, Frank Madson Araújo de Melo, Marcus Vinicius de Faria Oliveira","doi":"10.11621/pir.2023.0308","DOIUrl":"https://doi.org/10.11621/pir.2023.0308","url":null,"abstract":"Background. Nina Fedorovna Talyzina was a Russian psychologist, whose theories have been applied in educational research in many countries around the world, including Brazil. Her name is mainly connected to the Activity Theory of Learning (ATL), which has been dubbed the Galperin-Talyzina system of developmental didactics. Objective. Investigate how N.F. Talyzina’s ideas are applied in dissertations and theses developed in postgraduate programs in Brazil. Design. Our research was a bibliographic review which used the state of the question method to examine how Talyzina’s ideas are applied in Brazilian academic publications. Data were gathered from three responsible databases – the Brazilian Digital Library, the CAPES Catalogue, and the Institutional Repositories (1987-2022). The method of content analysis was used for data analysis, according to pre-determined categories. Results. We found a prevalence of research based on the methodology of formative experiments carried out at different educational levels. Skills, scientific concept- formation, and problem-solving were the objects of investigation in most of the studies. The ideas proposed by L.S. Vygotsky, A.N. Leontiev, P.Ya. Galperin, and V.V. Davidov were expressed through references to Talyzina’s work as the theoretical basis of many studies, thus evidencing a crucial dialogue with the Cultural-Historical School (CHS). Conclusion. Our study points out the growing interest in Talyzina's ideas, specifically her Activity Theory of Learning, which can be attributed to comprehensive dialogues with the ideas of L.S. Vygotsky and A.N. Leontiev which predominate in Brazilian research.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"132 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135268948","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":"The Role of Psychological Time in Late Socialization. A SEM Analysis","authors":"Ekaterina V. Zabelina, Olga S. Deyneka, Yulia V. Chestyunina, Ekaterina V. Vedeneeva","doi":"10.11621/pir.2023.0311","DOIUrl":"https://doi.org/10.11621/pir.2023.0311","url":null,"abstract":"Background. Psychological time, a subjective reflection of the objective passage of time, has age specific characteristics and can be considered a resource for adaptation to difficult life situations (Pultz, &amp; Hviid, 2016). We assume that the components of psychological time are also a resource for adaptation to retirement, smoothing out undesirable social and biological changes in retirees’ lives. Objective. This study explores this hypothesis by identifying the contribution of the cognitive component of psychological time – temporal focus and subjective age – to the effectiveness of late socialization. Design. The developed theoretical model was verified by the SEM method on the sample of retirees from Chelyabinsk, Russia (N = 291). To collect the empirical data we used the Temporal Focus Scale (Shipp et al., 2009), the Age of Me (Barak, 2009), the Life Satisfaction Scale (Diener &amp; Lucas, 1999), the Income Satisfaction Scale (Deyneka, 2000), and questionnaire variables. Results. Temporal focus and subjective age mediated the influence of biological and social variables on the retirees’ subjective well-being. A younger subjective age smoothed the contribution of educational level, working status, and disability, whilst the current and future focuses mediated the association between religiosity and various parameters of satisfaction. Conclusion. The results of the study broaden the understanding of psychological time in late socialization process. A pronounced focus on the present, along with younger subjective age, can be seen as psychological resources, allowing for better adaptation to the social status of a retiree; that is, increasing the effectiveness of late socialization.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135312371","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":"Conscious Self-Regulation as a Meta-Resource of Academic Achievement and Psychological Well-Being of Young Adolescents","authors":"Varvara I. Morosanova, Tatiana G. Fomina, Irina N. Bondarenko","doi":"10.11621/pir.2023.0312","DOIUrl":"https://doi.org/10.11621/pir.2023.0312","url":null,"abstract":"Background. The role of conscious self-regulation in determining students’ psychological well-being and academic performance is considered in the context of the fundamental problem of the regularities of young adolescents’ development. Objective. To reveal the role of meta-resources of conscious self-regulation in determining young adolescents' psychological well-being and academic performance. Design. Sample: 500 students in 4th- to 6th grade (10-12) in general schools, 149 of whom participated in a three-year longitudinal study. The Self-Regulation Profile of Learning Activity and the Well-Being Manifestation scales were used. Results. Conscious self-regulation and academic performance increase significantly in fifth grade and decrease in sixth grade. On the contrary, psychological well-being is characterized by a systemic positive dynamic. A typological analysis identified the levels of psychological well-being of students growing, stable, and declining during the transition period. It was found that the general level of conscious self-regulation made a significant positive contribution and is a universal resource for students' psychological well-being and academic performance. Special regulatory resources for academic performance are described, depending on the trajectory of changes in psychological well-being. Increased well-being is determined by the regulatory competencies of Planning and Evaluation of results and its stability by Planning, Modelling, Flexibility, and Responsibility. The general level of self-regulation, regulatory competencies, Planning, Programming and Responsibility mediate in the relationship between student psychological well-being and academic performance. A longitudinal study found that self-regulation has a long-term positive effect on student psychological well-being and academic performance. Conclusion. Conscious self-regulation is a meta-resource that makes a significant contribution to both the psychological well-being and academic performance. Mediator and prognostic effects of self-regulation on these properties create a psychological basis for practical work.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135262986","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 in the Light of Activity Theory Applied to Preschool: Reflections on Brazilian Practice","authors":"Marcela Cristina de Moraesa","doi":"10.11621/pir.2023.0306","DOIUrl":"https://doi.org/10.11621/pir.2023.0306","url":null,"abstract":"Background. Activity Theory applied by the teacher to preschool education favors the development of new psychological formations, such as perception, attention, memory, thought, language, and voluntariness, which prepare the child for school. Objective. To highlight the contributions of N.F. Talyzina based on Activity Theory applied to preschool education and to reflect on the theory’s use in the Brazilian education system. Design. This article is theoretically built from research in a sandwich doctorate program in Puebla, Mexico and internship supervision practices for psychologist training at a public university in Brazil’s central-west region. Results. Activity Theory is seldom applied to teaching, including in Brazil, and there is little knowledge about the scientific contributions of one of its practitioners, the late N.F. Talyzina. We chose the preschool stage as the focus of our reflections, and we maintain that the introduction of role-playing as the main activity in early childhood education promotes the development of psychological neoformations and prepares the child for the next stage of school. Finally, we present the internship practices in applied psychology in a Brazilian children’s group, with evidence of advances. Conclusion. There is a need for expansion of the formative experiments reported here to the Brazilian population, for scientific dissemination of the results, and promotion of teacher training and qualification in Activity Theory.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135310729","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":"The Deficits of Students’ Orientation in Solving Proportion Problems, as Revealed through Task Modifications","authors":"Maria A. Yanishevskaya","doi":"10.11621/pir.2023.0303","DOIUrl":"https://doi.org/10.11621/pir.2023.0303","url":null,"abstract":"Background. Using the Activity Theory of education (Galperin, 1992; Talyzina, 2018), this article examines the students’ actions that constitute the early stages of forming the concept of ratios. The psychological analysis of mastery of this concept shows that it essentially depends on understanding the coordination of the changes of two independent values (area, velocity, density, etc.). Objective. The present research considers differences in students’ operations with numbers on various tasks, based on their comprehension of ratio relations (direct and inverse proportions); these differences are revealed through posing certain modified tasks, but may stay unnoticed in regular tasks. The goal of the study was to identify the criteria for adequate assessment of the sustainability of the students’ orientation in modified tasks. Design. A test of 15 tasks was designed based on Galperin's classification of task variations: domain specific, logical, and psychological. The formulation of the tasks disguised the operations needed to achieve the right answer, and sometimes even prompted the wrong solution. There were 12 tasks on direct proportions – four sample and eight modified; and three inverse proportion tasks: one sample and two modified. One hundred sixty (160) students (5th-6th grade, 11-13 years old) took the test in writing. Results. The comparison of students’ performance on the sample and modified tasks showed significant differences. Modifications impaired the students' performance on both types of proportion problems (direct and inverse). Logical and psychological modifications had the most impact on the quality of the students' orientation and thus proved to be most indicative in terms of students’ orientation quality assessment. Conclusion. The data suggest the following: 1) that the concepts of proportionality which the students acquired from a regular school curriculum lack \"generalization,\" and 2) that students’ ability to apply the ratio concept is very sensitive to the way the word problem is presented. These findings are essential for evaluating students’ multiplicative thinking: their actual level of comprehension cannot be revealed through their performance on regular tasks.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135311629","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":"Cross-Language Validation and the Factor Structure of the Social-Emotional Competence Questionnaire for Pakistani Adolescents","authors":"Tahira Jabeen, Aneela Maqsood","doi":"10.11621/pir.2023.0313","DOIUrl":"https://doi.org/10.11621/pir.2023.0313","url":null,"abstract":"Background. For the last few years, in the field of school education, social-emotional competencies have been gaining in importance because they result in positive attitudes and adaptation to school (Mella et al., 2021). Objective. The current study was designed to conduct Urdu translation, cross-language validation, and confirmatory factor analysis of the Social-Emotional Competence Questionnaire (SECQ) for Pakistani adolescents. Design. Urdu translation was done using the standard back-translation method. The data for the main study was collected using a non-random sampling method for 910 adolescents who were between 10 to 17 years old. Results. The findings of the pilot study (n = 64) show that the Social-Emotional Competence Questionnaire is a reliable questionnaire, as Cronbach’s alpha reliabilities of both versions (English and Urdu) were acceptable (Version 1 α = 0.77; Version 2 α = 0.77). After 15 days, the Pearson product-moment correlation was checked to meet the objective of cross-language validation, which resulted in a high correlation between the two forms (r = 0.88). The riginal author of the questionnaire had proposed a factor structure consisting of five factors, namely: self-awareness, social awareness, self-management, relationship management, and responsible decision-making. Results of the confirmatory factor analysis (CFA) in the present study also confirmed and supported the five-factor structure in comparison to other models for the Urdu version. Conclusion. The Social-Emotional Competence Questionnaire is a reliable and culturally-validated tool for adolescents attending school, which can be used in future research for measuring social-emotional competencies.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135311990","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":"An Independent Evaluation of the Psychometric Properties of the Russian Version of the Pediatric Daytime Sleepiness Scale (PDSS)","authors":"Ilya M. Zakharov, Victoria I. Ismatullina, Pavel V. Kolyasnikov, Julia A. Marakshina, Artem S. Malykh, Anna O. Tabueva, Timofey V. Adamovich, Marina M. Lobaskova, Sergey B. Malykh","doi":"10.11621/pir.2023.0314","DOIUrl":"https://doi.org/10.11621/pir.2023.0314","url":null,"abstract":"Background. The quality of sleep significantly impacts children’s day-to-day performance, with at least 20% reporting issues with sleepiness. Valid tools for assessing the quality of sleep are needed. Objective. In this study, we assessed the psychometric properties of the Russian version of the Pediatric Daytime Sleepiness Scale (PDSS). The initial adaptation of the PDSS was conducted on a sample from the Arctic regions of Russia. This location may have influenced the scale's generalizability due to variations in natural daylight across different areas of the country. Design. To rectify this, we gathered a comprehensive, geographically diverse sample from Russia. This combined dataset comprised 3772 participants between 10 to 18 years of age, from nine different regions of Russia. Results. We confirmed the unifactorial structure of the PDSS, which showed no regional effects. The psychometric analysis indicated that one item from the 8-item PDSS could be removed, thereby improving the scale's model fit. We also observed gender and age impacts on sleep quality: boys reported fewer sleep-related issues than girls, and younger children reported fewer problems than older children. Conclusion. This study validates the usefulness and reliability of the Russian version of the PDSS, thereby enhancing its general applicability. Furthermore, we replicated previously reported age and sex effects on the sleep quality of school-aged children.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135263177","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":"Social Axioms and Individual Values as Predictors of COVID-19 Fear among University Students from Countries with Different Government Strategies for Managing the Pandemic.","authors":"Nadezhda V Murashcenkova","doi":"10.11621/pir.2023.0103","DOIUrl":"https://doi.org/10.11621/pir.2023.0103","url":null,"abstract":"<p><strong>Background: </strong>Effective prevention of psychological trauma by fear of COVID-19 requires the study of the relationships between the psychological and contextual factors that can influence the level of this fear. The social axioms, individual values, and government strategies for managing the pandemic have not yet been studied as a system of psychological and contextual factors contributing to COVID-19 fear.</p><p><strong>Objective: </strong>The aim of this study was to assess the level of COVID-19 fear and the characteristics of the relationships between the social axioms, individual values, and fear of COVID-19 among university students from countries with different government strategies for managing the pandemic.</p><p><strong>Design: </strong>University students from countries with different government strategies for managing the pandemic (208 Belarusians, 200 Kazakhstanis, and 250 Russians ages 18 to 25) participated in an anonymous online survey. The respondents filled in questionnaires that assessed their manifestations of COVID-19 fear (COVID-19 Fear Scale: FCV-19S) as the dependent variable; the \"Social Axiom Questionnaire\" (QSA-31) and the \"Portrait Value Questionnaire\" (ESS-21) measured the social axioms and individual values as the independent variables.</p><p><strong>Results: </strong>Fear of COVID-19 reached a higher level among the students from the countries with the weakest (Belarus) and the strongest (Kazakhstan) restrictive measures during the pandemic. Dysfunctional fear of COVID-19 was manifest among those Belarusian students who attached the greatest importance to self-enhancement values and the fate control axiom, and the least importance to the social complexity axiom, as well as among those Russian students for whom the religiosity social axiom was significant and the social complexity axiom was not. For Kazakhstani students, social axioms and values were not predictors of dysfunctional fear of COVID-19.</p><p><strong>Conclusion: </strong>The greatest contribution of social axioms and individual values to the experience of COVID-19 fear among the students was observed under conditions where the actions of the authorities were incompatible with the existing pandemic risks (in Belarus), as well as under conditions where a variable assessment of threat level was possible (in Russia).</p>","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"16 1","pages":"44-65"},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10294275/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9739925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Galperin–Talyzina Method of Psychological Investigation of the Genesis of Cognitive Processes","authors":"Andréa Maturano Longarezi, Iury Kesley Marques de Oliveira Martins","doi":"10.11621/pir.2023.0304","DOIUrl":"https://doi.org/10.11621/pir.2023.0304","url":null,"abstract":"Background. Piotr Ya. Galperin and his collaborator Nina F. Talyzina performed solid experimental work which led them to propose the theory of stage-by-stage formation of mental actions and concepts, as well as a method to investigate cognitive processes, whose conceptual and procedural streamlining demands analysis and systematization. Objective. To investigate the formative experiment of P. Ya. Galperin and N.F. Talyzina, with the aim of analyzing their contributions to the method of psychological investigation of cognitive processes. Design. The article is part of a theoretical research project on developmental didactics systems, of which the Galperin–Talyzina system is one. Russian works by the two authors and their translations into English, Spanish, and Portuguese, as well as works by other psychologists and educators from the Galperin–Talyzina school, were sources of the work. Results. The experiments of P.Ya. Galperin and N.F. Talyzina studied, promoted, and analyzed the assimilation of new knowledge and mental actions, by introducing different conditions. The article systematizes the stages and procedures of such experiments, as well as the series and steps of diagnosis of the developmental level and the formation of mental actions and concepts, in relation to the type of Orienting Basis of an Action (OBA). Conclusion. The theory was built on the basis of simultaneous production of a method to study the genesis of the cognitive processes and the theory of stage-by-stage formation of mental actions and concepts; it led us to define the method of P.Ya. Galperin and N.F. Talyzina as a gradual formation experiment.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135312394","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}