Revista De Psicodidactica最新文献_第8页

Los efectos a largo plazo de las competencias emocionales y la autoestima en los síntomas internalizantes en la adolescencia 情绪能力和自尊对青少年内化症状的长期影响

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2021-07-01 DOI: 10.1016/j.psicod.2020.12.001

Konstanze Schoeps , Alicia Tamarit , Silvia Postigo-Zegarra , Inmaculada Montoya-Castilla

{"title":"Los efectos a largo plazo de las competencias emocionales y la autoestima en los síntomas internalizantes en la adolescencia","authors":"Konstanze Schoeps , Alicia Tamarit , Silvia Postigo-Zegarra , Inmaculada Montoya-Castilla","doi":"10.1016/j.psicod.2020.12.001","DOIUrl":"10.1016/j.psicod.2020.12.001","url":null,"abstract":"<div><p>Internalizing symptoms such as depressive mood, somatic complaints and anxiety among adolescents are a major and global concern for parents, educators and professionals. Empirical research suggests that high level of self-esteem during adolescents is associated with psychological adjustment and emotional well-being. This study examines the self-esteem as a potential mediator in the interplay between emotional competencies and internalizing symptoms during adolescence. Data from 855 Spanish adolescents (<em>M</em>age = 13.6, <em>SD</em> = 1.09, 52% girls) were collected in two waves, using a longitudinal design. The mediation model was estimated using structural equation modelling (SEM). Results show that girls perceive and understand emotions better than boys, but they also perceive higher amounts of emotional distress, while boys showed higher levels of self-esteem. Results of structural equation modelling indicated positive self-esteem function as mediator between emotional competencies and long-term internalizing symptoms. Poor emotional competencies and low self-esteem are strongly associated with internalizing symptoms in adolescents. These findings have implications for future research and positive youth development considering that emotional abilities and self-esteem can protect adolescents from experiencing symptoms of depression and anxiety.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"26 2","pages":"Pages 113-122"},"PeriodicalIF":3.6,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91197348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

El plan de convivencia y su relación con las competencias socioemocionales, el bullying y el cyberbullying en la educación secundaria 高中教育中共存计划及其与社会情感能力、欺凌和网络欺凌的关系

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2021-01-01 DOI: 10.1016/j.psicod.2020.11.002

Vicente J. Llorent , David P. Farrington , Izabela Zych

引用次数: 15

Estrategias de aprendizaje profundas: Validación de un modelo situacional y su cuestionario 深度学习策略:情境模型及其问卷的验证

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2021-01-01 DOI: 10.1016/j.psicod.2020.11.003

Ernesto Panadero , Jesús Alonso-Tapia , Daniel García-Pérez , Juan Fraile , José Manuel Sánchez Galán , Rodrigo Pardo

{"title":"Estrategias de aprendizaje profundas: Validación de un modelo situacional y su cuestionario","authors":"Ernesto Panadero , Jesús Alonso-Tapia , Daniel García-Pérez , Juan Fraile , José Manuel Sánchez Galán , Rodrigo Pardo","doi":"10.1016/j.psicod.2020.11.003","DOIUrl":"10.1016/j.psicod.2020.11.003","url":null,"abstract":"<div><p>Measuring self-regulated learning is crucial to improve our educational interventions. Self-report has been the major data collection method and a number of questionnaires exist. Importantly, the vast majority of the questionnaires are constructed from general theoretical models. Our aim was to develop a model and its questionnaire –i.e. <em>Deep Learning Strategies questionnaire</em>- to investigate how students regulate their learning strategies in more realistic learning situations. Four scales were created: (1) <em>Basic learning self-regulation strategies</em>; (2) <em>Visual elaboration and summarizing strategies</em>; (3) <em>Deep information processing strategies</em>; and (4) <em>Social learning self-regulation strategies.</em> A total of 601 higher education students formed the sample. We analyzed, first, the internal validity of the questionnaire. Three structural models were tested: (M1) mono-factor; (M2) scales correlate among them freely, and (M3) the scales are indicators of a general construct. The latter model showed a slight better fit. Additionally, a path analysis was carried out to study the degree in which the use of the <em>Deep learning strategies</em> depends on personal factors and is associated to performance. It was found that the use depends directly and positively on <em>Learning goal orientation,</em> on the self-messages defining the <em>Self-regulation style of emotion and motivation focused on learning</em>, and on <em>Effort.</em> Besides, these two last variables convey the effect of <em>Self-efficacy</em> that, at the same time, affects <em>Effort</em>. Academic performance depends positively on <em>Effort</em> but negatively to the use of <em>Deep learning strategies</em>. It is hypothesized this negative relationship is due to the method of measurement of academic performance.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"26 1","pages":"Pages 10-19"},"PeriodicalIF":3.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55010818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Pedagogía digital y aprendizaje cooperativo: efecto sobre los conocimientos tecnológicos y pedagógicos del contenido y el rendimiento académico en formación inicial docente 数字教学法与合作学习:对初级教师教育中内容和学术表现的技术和教学知识的影响

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2021-01-01 DOI: 10.1016/j.psicod.2020.10.002

Lourdes Meroño , Antonio Calderón , José L. Arias-Estero

{"title":"Pedagogía digital y aprendizaje cooperativo: efecto sobre los conocimientos tecnológicos y pedagógicos del contenido y el rendimiento académico en formación inicial docente","authors":"Lourdes Meroño , Antonio Calderón , José L. Arias-Estero","doi":"10.1016/j.psicod.2020.10.002","DOIUrl":"10.1016/j.psicod.2020.10.002","url":null,"abstract":"<div><p>Given the growing role of digital technology and its relevance in the national curriculum, the design and enactment of aligned pedagogies is a challenge for the community of teacher education. This research aims to explore: (a) whether Technological Pedagogical Content Knowledge (TPACK) model and cooperative learning (CL) facilitate preservice teachers’ perception of TPACK and academic achievement; and (b) whether there is a relationship between preservice teachers’ perception of TPACK and their academic achievement. A quasi-experimental pretest-posttest design with three groups (n= 293) was performed for 15 weeks. One group has experienced a pedagogical approach based on TPACK and small-group work. A second group experienced a pedagogical approach based on TPACK and CL. A control group experienced a teacher-centered pedagogical approach and individual assignments. Main findings show that the two experimental groups improved their perception of TPACK and their academic achievement. However, statistically significant improvements were found favoring the group that experienced TPACK and CL. The prediction model also showed that TPACK predicted the academic achievement of pre-service teachers who also experienced TPACK and CL. In summary, digital pedagogies based on TPACK and CL improve pre-service teachers’ TPACK and academic achievement. The use of these pedagogies could influence the development of the digital competence of future teachers. Increasing the digital competence of future teachers is indeed a crucial aspect, given the current social and pedagogical scenario.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"26 1","pages":"Pages 53-61"},"PeriodicalIF":3.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55010298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Efecto del programa EFE-P en la mejora de las funciones ejecutivas en Educación Infantil ef - p项目对幼儿教育执行功能改善的影响

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2021-01-01 DOI: 10.1016/j.psicod.2020.08.001

Miriam Romero-López, M. Carmen Pichardo, Ana Justicia-Arráez, Francisco Cano-García

{"title":"Efecto del programa EFE-P en la mejora de las funciones ejecutivas en Educación Infantil","authors":"Miriam Romero-López, M. Carmen Pichardo, Ana Justicia-Arráez, Francisco Cano-García","doi":"10.1016/j.psicod.2020.08.001","DOIUrl":"10.1016/j.psicod.2020.08.001","url":null,"abstract":"<div><p>Intervention to improve executive functions is crucial in preschool education because preschoolers benefit most from intervention programs. The objective of this study is to present the results obtained from implementing the “Executive Function Training Program in Preschool”, which is claimed to improve inhibitory control, working memory and cognitive flexibility. The participants in this study are 100 children aged five to six years, drawn from two schools in Granada (Spain). In order to assess the impact of the program, pre- and post-intervention measurements are obtained from members of the experimental group, and these compared with corresponding measurements for a control group, using hierarchical regression and linear mixed model analysis. Executive functions are evaluated using the Behavior Rating Inventory of Executive Function–Preschool Version (BRIEF-P). The study results show that the intervention program has a significant impact on all the executive function variables analyzed, with large effect sizes (Cohen's f and Hedges’ g). Executive functions are essential for many of the skills required in adult life, such as memory, creativity, flexibility, self-control and compliance with rules and norms. For this reason, there is a real need to create programs that promote the development of these functions in the early stages of life. Programs such as Executive Function Training Program in Preschool can be implemented by teachers within the standard curriculum, using materials that are readily available in schools.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"26 1","pages":"Pages 20-27"},"PeriodicalIF":3.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49171059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Aprendizaje cooperativo y metas de aproximación en educación física: el rol discriminante de la responsabilidad individual 体育中的合作学习与方法目标:个人责任的区别作用

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2021-01-01 DOI: 10.1016/j.psicod.2020.11.001

Sergio Rivera Pérez , Benito León del Barco , Jerónimo J. González Bernal , Damián Iglesias Gallego

{"title":"Aprendizaje cooperativo y metas de aproximación en educación física: el rol discriminante de la responsabilidad individual","authors":"Sergio Rivera Pérez , Benito León del Barco , Jerónimo J. González Bernal , Damián Iglesias Gallego","doi":"10.1016/j.psicod.2020.11.001","DOIUrl":"10.1016/j.psicod.2020.11.001","url":null,"abstract":"<div><p>The aim of the present study is two-fold: (a) to analyze whether the cooperative learning factors discriminate the different approach goals of the 3×2 achievement goals model and, consequently, (b) to assess the role that can play educational stage. A total of 1292 students participate (660 men and 632 women) belonging to the educational stages of primary (580), secondary (531) and baccalaureate (181), with ages between 10 and 19 years (<em>M</em>  =2.45). The CAC and CML 3×2-EF questionnaires are administered as data collection instruments. The results of the discriminant analysis have shown that the cooperative learning factors are predictors of the approach goals, highlighting the individual responsibility factor for the task-approach goals (TAG) and self-approach goals (SAG), this being the least discriminant for the other-approach goals. In addition, the results of the decision tree analysis indicate that in primary education, secondary education and baccalaureate, the students with the highest level in TAG and SAG are those that score the highest in individual responsibility. These findings reflect the importance of individual responsibility so that physical education students show more adaptive patterns such as TAG and SAG.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"26 1","pages":"Pages 78-85"},"PeriodicalIF":3.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55010310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Efectos de la conciencia suprasegmental en el aprendizaje de la lectura en los primeros cursos escolares 超段意识对早期学校课程阅读学习的影响

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2021-01-01 DOI: 10.1016/j.psicod.2020.10.001

Raúl Gutiérrez-Fresneda , Isabel María de Vicente-Yagüe Jara , Elena Jiménez-Pérez

{"title":"Efectos de la conciencia suprasegmental en el aprendizaje de la lectura en los primeros cursos escolares","authors":"Raúl Gutiérrez-Fresneda , Isabel María de Vicente-Yagüe Jara , Elena Jiménez-Pérez","doi":"10.1016/j.psicod.2020.10.001","DOIUrl":"10.1016/j.psicod.2020.10.001","url":null,"abstract":"<div><p>One of the most relevant contributions of research in recent years on learning to read has been the knowledge of the importance of phonological awareness in the literacy process. Recently it has been observed that other skills such as suprasegmental phonology can also be a relevant factor in reading learning. However, most of the studies carried out in this sense have been carried out in languages with rhythmic structures other than Spanish, which does not allow us to know the impact that prosodic abilities have on our language. In order to study the effects that suprasegmental consciousness has on the acquisition of reading at the beginning of compulsory schooling in alphabetical systems, the present work is carried out. A quasi-experimental comparison design between groups with pretest and posttest measures was used. 438 students between the ages of 7 and 8 participate in the study. The results indicate that suprasegmental phonology constitutes a relevant factor in learning to read, so its integration into classroom practices is suggested.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"26 1","pages":"Pages 28-34"},"PeriodicalIF":3.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55010784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Evaluación de las estrategias de aprendizaje con las escalas ACRA y ACRA-Breve: Modelos competitivos, invarianza de medida, y predicción del rendimiento académico en estudiantes de secundaria de la República Dominicana 使用ACRA和ACRA- breve量表评估学习策略:多米尼加共和国中学生的竞争模型、测量不变量和学业成绩预测

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2021-01-01 DOI: 10.1016/j.psicod.2020.07.001

Betty Reyes , Sylvia Georgieva , Sara Martínez-Gregorio , Saturnino de los Santos , Laura Galiana , José M. Tomás

{"title":"Evaluación de las estrategias de aprendizaje con las escalas ACRA y ACRA-Breve: Modelos competitivos, invarianza de medida, y predicción del rendimiento académico en estudiantes de secundaria de la República Dominicana","authors":"Betty Reyes , Sylvia Georgieva , Sara Martínez-Gregorio , Saturnino de los Santos , Laura Galiana , José M. Tomás","doi":"10.1016/j.psicod.2020.07.001","DOIUrl":"10.1016/j.psicod.2020.07.001","url":null,"abstract":"<div><p>Learning strategies have been widely studied, and they have been related to academic achievement in several studies. Among the measurement instruments developed, the 44-item version of the Learning Strategies Scale (ACRA) is, by far, one of the most widely used questionnaires in the Spanish speaking context. This instrument has been recently shortened to a 17-item version. Neither the 44-item nor the 17-item version have been tested in the Dominican Republic. The aim of this study is to study the psychometric properties of the 44-item and 17-item versions of the ACRA. Participants were 1712 Dominican secondary school students. Both structures of the ACRA were tested via CFA; alpha and CRI Index were calculated for internal consistency; and, to obtain evidence of the relations with other variables, two models of academic achievement prediction were tested. Results pointed adequate internal structure of both versions, but higher consistency estimates for the former. Both versions of the scale were invariant across gender and age, and no latent mean differences were found. In the prediction model of the 44-item, cognitive strategies was the only significant predictor of achievement; in the 17-item ACRA, it was emotional-social support. These predictive models were, again, invariant across gender and age. Taking into account these results, the 44-item version has shown better properties to asses learning strategies in the Dominican Republic. However, when our aim is to predict academic achievement, a mixed version of the 44- and the 17-item versions could be used.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"26 1","pages":"Pages 1-9"},"PeriodicalIF":3.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42415253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

La percepción de los estudiantes universitarios acerca de la eficacia docente. Efectos sobre el compromiso de los estudiantes 大学生对教学效果的感知。对学生敬业度的影响

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2021-01-01 DOI: 10.1016/j.psicod.2020.11.005

Carmen-María Fernández–García, Marcos Rodríguez-Álvarez, María-Paulina Viñuela-Hernández

{"title":"La percepción de los estudiantes universitarios acerca de la eficacia docente. Efectos sobre el compromiso de los estudiantes","authors":"Carmen-María Fernández–García, Marcos Rodríguez-Álvarez, María-Paulina Viñuela-Hernández","doi":"10.1016/j.psicod.2020.11.005","DOIUrl":"10.1016/j.psicod.2020.11.005","url":null,"abstract":"<div><p>This paper is based on a <em>teacher effectiveness</em> model with six teaching behaviour domains <em>(safe learning climate, efficient classroom management, clarity of instruction, activating teaching, differentiation and teaching – learning strategies</em>). The main purpose has been to examine university student perceptions of <em>teaching effectiveness</em> and its influence on students’ <em>academic engagement</em>. The sample is composed by 782 students from 16 universities. Data have been collected with a transversal design by using the instruments <em>My Teacher Questionnaire</em> and the <em>Academic Engagement Scale</em>, both with a likert format and adapted in the study population. Findings suggest differences concerning <em>teachers’ gender</em> and <em>type of studies</em>: male teachers are perceived by their students as better, and teachers belonging to studies of Arts and Humanities, Social and Legal Sciences and Health Sciences are also perceived more positively. Regarding <em>students’ engagement</em> results confirm the predictive power of <em>classroom management, activating teaching</em> and <em>differentiation</em> domains. The percentage of explained variance is bigger for <em>emotional engagement</em> than for <em>behavioural</em> one. This kind of investigations give us very interesting information in order to identify which aspects of higher education need to be reinforced and which ones, on the contrary, are already positively perceived by students.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"26 1","pages":"Pages 62-69"},"PeriodicalIF":3.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55010835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

El apoyo proporcionado por el mejor amigo y la actividad física de alta intensidad en relación con los beneficios y la autoestima global en adolescentes 最好的朋友提供的支持和高强度的体育活动对青少年的好处和整体自尊

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2021-01-01 DOI: 10.1016/j.psicod.2020.11.004

Diogo Monteiro , Filipe Rodrigues , Vítor P. Lopes

{"title":"El apoyo proporcionado por el mejor amigo y la actividad física de alta intensidad en relación con los beneficios y la autoestima global en adolescentes","authors":"Diogo Monteiro , Filipe Rodrigues , Vítor P. Lopes","doi":"10.1016/j.psicod.2020.11.004","DOIUrl":"10.1016/j.psicod.2020.11.004","url":null,"abstract":"<div><p>The present study explored the associations between perceived benefits of physical activity, social support provided by the best friend, vigorous-intensity physical activity, and global self-worth in male and female adolescents. In total, 462 adolescents (female = 259), aged between 12-18 years (<em>M</em> = 16.16, <em>SD</em> = 1.60) from different middle and secondary schools participated in this study. Confirmatory factor analysis and structural equation modelling analysis were performed to evaluate the proposed associations. Self-reported instruments were used to collect both vigorous-intensity physical activity and psychosocial variables under analysis. The hypothesized model provided acceptable fit to the data in all samples under analysis. Significant associations were found between variables, namely: Perceived benefits displayed a significant association with social support provided by the best friend; social support provided by the best friend was significantly associated with vigorous-intensity physical activity; and, vigorous-intensity physical activity displayed a significant association with global self-worth. The indirect regression paths showed the mediation role of social support provided by the best friend and vigorous-intensity physical activity in the interaction between perceived benefits and global self-worth. These associations were displayed in both male and female adolescents. Perceived benefits of physical activity, social support provided by the best friend and vigorous-intensity physical activity appears to be important antecedents of global self-worth in male and female adolescents. It seems that the social support provided by the best friend and vigorous-intensity physical activity play a mediation role in the association between perceived benefits of physical activity and global self-worth.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"26 1","pages":"Pages 70-77"},"PeriodicalIF":3.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55010825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4