Journal of Research in Special Educational Needs最新文献_第2页

Czech validation of the Attitudes to Inclusion Scale and the Intention to Teach in Inclusive Classroom Scale among primary school teachers 小学教师包容态度量表与包容课堂教学意向的捷克验证

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-11-22 DOI: 10.1111/1471-3802.12739

Jakub Pivarč

{"title":"Czech validation of the Attitudes to Inclusion Scale and the Intention to Teach in Inclusive Classroom Scale among primary school teachers","authors":"Jakub Pivarč","doi":"10.1111/1471-3802.12739","DOIUrl":"https://doi.org/10.1111/1471-3802.12739","url":null,"abstract":"The Attitudes to Inclusion Scale (AIS) and the Intention to Teach in Inclusive Classroom Scale (ITICS) are instruments widely used internationally for researching teachers' attitudes and intentions towards inclusive education (IE). This study presents information on psychometric analysis of the AIS and ITICS as well as their functioning in the Czech environment. Using a sample of 1434 teachers (88% female) from 140 regular public primary schools in the Czech Republic, confirmatory factor analysis was used to verify the two-factor structure of the AIS, which measures beliefs and feelings, as well as the structure of the ITICS, a unidimensional construct that measures the general intention of teachers in relation to IE. Both instruments achieved high reliability (ω ≥ 0.75), and convergent, discriminant, concurrent, and criterion validity were confirmed. The partially scalar for ITICS and fully strict invariance for AIS for the compared groups of teachers in terms of their age was achieved. The AIS and ITICS scales work well in the Czech sociocultural context and can be considered valid and reliable instruments for (international) comparisons of teachers' attitudes and intentions towards IE. Limitations of the study and suggestions for future research directions are also discussed.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 3","pages":"485-499"},"PeriodicalIF":1.3,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12739","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589975","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}

引用次数: 0

Does teacher behaviour matter? The relation between perceived teacher behaviour and students' adaptive error responses 老师的行为重要吗？感知教师行为与学生适应性错误反应的关系

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-11-19 DOI: 10.1111/1471-3802.12738

Viktoria Pöchmüller

{"title":"Does teacher behaviour matter? The relation between perceived teacher behaviour and students' adaptive error responses","authors":"Viktoria Pöchmüller","doi":"10.1111/1471-3802.12738","DOIUrl":"https://doi.org/10.1111/1471-3802.12738","url":null,"abstract":"Teachers serve as role models in dealing with errors. They play a crucial role in creating a positive error climate in the classroom. Students with emotional and behavioural disorders (EBD) make more errors during learning activity, tend to dysregulate error-specific emotions, and are more likely to receive negative teacher feedback. In particular, externalizing behaviour problems are a risk factor for maladaptive individual error processing. Consequently, it is of significant interest to examine the students' perception of teacher behaviours in addressing errors, particularly in terms of the degree of adaptivity of individual error responses. For the first time, students with EBD attending German special schools were asked to provide their perceptions of error handling in the classroom. A total of 279 adolescents completed a questionnaire. The results of a path analysis indicate that the absence of negative teacher reactions and teacher support following errors have a significant direct effect on the adaptivity of individual error responses. The study recommends that teachers adopt positive responses and teacher support to promote students' adaptive individual error responses. In order to acquire professional error competence, teachers must develop an understanding of social–emotional competencies in children and adolescents related to error management in students with EBD.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 3","pages":"473-484"},"PeriodicalIF":1.3,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12738","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589921","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}

引用次数: 0

The ultimate responsibility? The analysis of the position of special education teachers when the child is left without support in early childhood education 最终的责任是什么？浅析幼儿教育中儿童孤立时特殊教育教师的地位

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-11-13 DOI: 10.1111/1471-3802.12737

Noora Heiskanen, Mari Saha, Henri Pesonen, Elina Viljamaa, Mirva Poikola, Piia Nevala, Eija Karna

{"title":"The ultimate responsibility? The analysis of the position of special education teachers when the child is left without support in early childhood education","authors":"Noora Heiskanen, Mari Saha, Henri Pesonen, Elina Viljamaa, Mirva Poikola, Piia Nevala, Eija Karna","doi":"10.1111/1471-3802.12737","DOIUrl":"https://doi.org/10.1111/1471-3802.12737","url":null,"abstract":"In this paper, we investigate the discursive positionings of early childhood special education teachers (ECSETs) in situations where they describe challenges in organizing the support for a child in interprofessional collaboration. Relaying on research on occupational well-being of teachers, we state that such situations where professionals experience insurmountable challenges in organizing proper support for a child are potentially burdensome to ECSETs. However, because of ECSETs unique and ambivalent role as part of inclusive early childhood education and care (ECEC) system in Finland, they are in a particular risk to get burdened by the increasing demands of coordinating and organizing support. In the study, we utilized the writings of 55 ECSETs, collected using empathy-based method and analysed them with position analysis methodology to investigate how ECSETs position themselves in such challenging situations. As a result, we show how ECSETs positions include (1) reflective controller of coping, (2) burdened support organizer, and (3) self-blaming survivor. As a conclusion, we illustrate that while ECSETs hold no official or managerial positions in ECEC community, they strongly position themselves as the ones ultimately responsible for supporting the child but also other ECEC professionals, as well as maintaining their own wellbeing and coping in difficult situations.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 3","pages":"460-472"},"PeriodicalIF":1.3,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12737","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589686","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}

引用次数: 0

Recreational reading as a leisure activity: Perspectives from Georgian and Finnish hearing and deaf students 休闲阅读作为一种休闲活动：来自格鲁吉亚和芬兰的听力和失聪学生的观点

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-11-08 DOI: 10.1111/1471-3802.12736

Zhuzhuna Gviniashvili

{"title":"Recreational reading as a leisure activity: Perspectives from Georgian and Finnish hearing and deaf students","authors":"Zhuzhuna Gviniashvili","doi":"10.1111/1471-3802.12736","DOIUrl":"https://doi.org/10.1111/1471-3802.12736","url":null,"abstract":"The benefits of recreational reading for academic success are clear. However, the full potential of recreational reading for socialisation and well-being remains untapped by young readers. Studies of young readers' recreational reading intentions and perceived barriers to translating intentions into reading are scarce. Deaf and hard-of-hearing students have been particularly excluded from research on leisure reading. Using a mixed methods approach, this study investigates Finnish and Georgian students' attitudes towards leisure reading and the relationship between their reading intentions and actual reading. Students' engagement in recreational reading is assessed through a quantitative survey, while their attitudes and intentions towards reading are revealed through focus group interviews. The results of this study suggest that students generally have positive attitudes towards reading, regardless of their country of origin and degree of hearing loss. Furthermore, the analysis reveals a wide range of barriers to reading, the most common of which are long school days, large amounts of homework, limited free time and preferences for other leisure activities. Some speculative findings from this study will be used as a basis for further research, focusing on reading during COVID-19.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 3","pages":"447-459"},"PeriodicalIF":1.3,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12736","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589771","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}

引用次数: 0

Construction and validation of the cognitive attitudes toward inclusive education scale among teachers and paraprofessionals in the French context 法语背景下教师与辅助专业人员对全纳教育量表认知态度的建构与验证

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-11-07 DOI: 10.1111/1471-3802.12735

C. Legrain, C. Brasselet, K. Khamzina, M. Jury, C. Desombre

{"title":"Construction and validation of the cognitive attitudes toward inclusive education scale among teachers and paraprofessionals in the French context","authors":"C. Legrain, C. Brasselet, K. Khamzina, M. Jury, C. Desombre","doi":"10.1111/1471-3802.12735","DOIUrl":"https://doi.org/10.1111/1471-3802.12735","url":null,"abstract":"Recent years have seen a growing shift toward global inclusive policies. Previous research highlighted the development of inclusive education, which notably requires collaboration among multiple actors (i.e., teachers, paraprofessionals, families). Among the barriers and levers to this implementation, attitudes toward inclusive education have been the subject of particular scholarly inquiry. This article reports two studies conducted to develop a French-speaking scale to address the emerging challenges in inclusive education by virtue of its suitability for a variety of actors. The 12 items of the Cognitive Attitudes Toward Inclusive Education Scale (CATIES) were derived from nine pre-existing scales. Two studies (N = 180 and N = 228) involving teachers and paraprofessionals (e.g. psychologists, special educators, nurses, and other paraprofessionals working in medical-educational facilities) were conducted within the French context to establish the scale's psychometric properties, such as internal consistency and convergent validity. Results reveal a reliable and valid tool with a three-dimensional structure measuring teachers' attitudes toward teaching students with special educational needs, benefits and risks of inclusive education on students with and without special educational needs and classroom management. In light of its relevance to a variety of inclusion stakeholders, this scale offers perspectives for more reliable inclusive education research.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 3","pages":"434-446"},"PeriodicalIF":1.3,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12735","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589820","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}

引用次数: 0

A look across the borders: Swiss vs. Italian future special education Teachers' perspectives on inclusive education 跨界观察：瑞士与意大利未来特殊教育教师对全纳教育的看法

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-11-03 DOI: 10.1111/1471-3802.12734

Caroline Sahli Lozano, Sergej Wüthrich, Fabian Setz, Alessandra Romano, Rubina Petruccioli

{"title":"A look across the borders: Swiss vs. Italian future special education Teachers' perspectives on inclusive education","authors":"Caroline Sahli Lozano, Sergej Wüthrich, Fabian Setz, Alessandra Romano, Rubina Petruccioli","doi":"10.1111/1471-3802.12734","DOIUrl":"https://doi.org/10.1111/1471-3802.12734","url":null,"abstract":"Teachers play a key role in the implementation of inclusive education. Many studies investigate cross-country differences in teacher perceptions of inclusive education, but there is a research gap in investigating the perspectives of special education teachers. This study examines attitudes, concerns, self-efficacy and intentions of Italian (n = 180) and Swiss (n = 221) special education teacher students (SETS). Despite many similarities, Italian SETS held more positive beliefs, had fewer concerns regarding workload, and had higher intentions to use inclusive practices than Swiss SETS. No differences were found in self-efficacy to use inclusive instructions, managing student behaviour, or collaboration. Apart from inclusive legislation and policies, which might account for more positive attitudes, fewer concerns, and higher intentions to use inclusive practices in Italian SETS, absence of differences in efficacy-beliefs point to the importance of adequate support systems and teacher training in both countries. More research investigating the roles and perspectives of special education teachers across different inclusive education systems is necessary.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 3","pages":"419-433"},"PeriodicalIF":1.3,"publicationDate":"2024-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12734","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589475","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}

引用次数: 0

Debunking neuromyths: Pre-service teachers' insights on autism spectrum disorder 揭穿神经迷思：职前教师对自闭症谱系障碍的见解

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-10-25 DOI: 10.1111/1471-3802.12733

Irene Lacruz-Pérez, Gemma Pastor-Cerezuela, Carlos Caurín-Alonso, Antonio José Morales-Hernández, Raúl Tárraga-Mínguez

{"title":"Debunking neuromyths: Pre-service teachers' insights on autism spectrum disorder","authors":"Irene Lacruz-Pérez, Gemma Pastor-Cerezuela, Carlos Caurín-Alonso, Antonio José Morales-Hernández, Raúl Tárraga-Mínguez","doi":"10.1111/1471-3802.12733","DOIUrl":"https://doi.org/10.1111/1471-3802.12733","url":null,"abstract":"Teachers' beliefs in certain neuromyths about neurodevelopmental disorders can negatively impact the educational inclusion of students who present them. This study aims to analyse the prevalence of neuromyths about the health and the emotional competences of people with autism spectrum disorder (ASD) in pre-service teachers; and to assess the possible contribution of university training to constructing accurate knowledge about autism. This prevalence was compared in three groups of pre-service teachers: 1st-year students, 4th-year students who will be regular teachers and 4th-year students training to be special education specialists. Additionally, it was proposed to identify the topic with the most myths (health or emotional competences) and the most frequent myths. A validated instrument was completed by 167 pre-service teachers. Overall, the 4th-year specialist group had more correct answers and fewer doubts that the 4th-year regular group, which had more correct answers than the 1st-year group. The prevalence of errors was not statistically different among the three groups. Moreover, participants answered more questions and made more errors about emotional competences in autism than about health. Among the most frequent myths are those concerning empathy or the cause of ASD. Based on these results, some implications for pre-service teacher education are discussed.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 2","pages":"403-415"},"PeriodicalIF":1.3,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12733","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143793922","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}

引用次数: 0

Characterizing teacher-perceived and student-perceived teacher–student relationship types and associations with student functioning in students with special educational needs: A cross-sectional study using latent profile analyses 特殊教育需要学生中教师感知和学生感知的师生关系类型特征及其与学生功能的关联：一项使用潜在剖面分析的横断面研究

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-10-23 DOI: 10.1111/1471-3802.12732

Sophie C. Alsem, Femke van den Brink, Christina Hoogendijk, Nouchka T. Tick

{"title":"Characterizing teacher-perceived and student-perceived teacher–student relationship types and associations with student functioning in students with special educational needs: A cross-sectional study using latent profile analyses","authors":"Sophie C. Alsem, Femke van den Brink, Christina Hoogendijk, Nouchka T. Tick","doi":"10.1111/1471-3802.12732","DOIUrl":"https://doi.org/10.1111/1471-3802.12732","url":null,"abstract":"High-quality teacher–student relationships are related to a wide range of positive student outcomes, especially in students with special educational needs. To enable tailored support to help teachers engage in positive relationships with these students, it is important to identify and understand the different types of teacher–student relationships that can emerge in this context. Aims of this study were to identify distinct teacher–student relationship types in special education and characterize these in terms of students' gender, problem behaviour, underachievement and teacher-perceived supporting ability. We explored consensus regarding perceived relationship-quality across teachers and students. In a cross-sectional design, 27 upper elementary special education teachers participated with 340 students (66.8% boys; Mage = 10.83). A latent profile analysis based on teacher reports revealed five relationship types: a close (52.9%), moderate (25.3%), ambivalent (8.8%), distanced (7.4%) and conflicted (5.6%) relationship. Student reports revealed three relationship types: close (65.9%), moderate (25.0%) and conflicted (9.1%). A high-quality, close relationship type was associated with less student problem behaviour and lower teacher-perceived supporting ability than lower-quality relationship types. Teachers and students had different perspectives on their shared relationship. These findings advance our understanding of the complexity of the dyadic teacher–student relationship and may inform interventions to enhance relationship quality.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 2","pages":"388-402"},"PeriodicalIF":1.3,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12732","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143793858","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}

引用次数: 0

Discrepancy model to RtI: Gauging teacher preparedness for this shift in specific learning disability classification RtI差异模型：衡量教师对特殊学习障碍分类转变的准备

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-10-21 DOI: 10.1111/1471-3802.12730

Joseph A. Hogan

{"title":"Discrepancy model to RtI: Gauging teacher preparedness for this shift in specific learning disability classification","authors":"Joseph A. Hogan","doi":"10.1111/1471-3802.12730","DOIUrl":"https://doi.org/10.1111/1471-3802.12730","url":null,"abstract":"The Individuals with Disabilities Education Improvement Act (2004) allows alternate pathways for school districts to identify and classify students with a specific learning disability (SLD). Response to Intervention (RtI) is one of the frameworks schools can use when eliminating the use of the discrepancy model. The premise of RtI posits that tiered instruction can assist all students who are struggling through utilizing research-based interventions. When these tiers of intervention services are exhausted with limited to no response to the intervention, a child can be classified under the SLD category. There are documented concerns with effective implementation of RtI frameworks. This qualitative exploratory study examined the perceptions of teachers in a graduate education program regarding the knowledge, usage and implementation of RtI to classify students with a SLD. Through thematic analysis, findings indicate a need for more training in districts, better preparation at the university level and more support in applying RtI in the classroom. Implications for practice and future research are discussed.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 2","pages":"379-387"},"PeriodicalIF":1.3,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143793938","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

‘This environment will change you’: Risk factors faced by newly qualified teachers in special education needs schools for learners with physical disabilities “这个环境将改变你”：特殊教育学校新合格教师面临的风险因素

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-10-16 DOI: 10.1111/1471-3802.12729

Samukelisiwe Kuboni, Daphney Mawila

{"title":"‘This environment will change you’: Risk factors faced by newly qualified teachers in special education needs schools for learners with physical disabilities","authors":"Samukelisiwe Kuboni, Daphney Mawila","doi":"10.1111/1471-3802.12729","DOIUrl":"https://doi.org/10.1111/1471-3802.12729","url":null,"abstract":"Newly qualified teachers face several risk factors when entering the teaching profession as novice teachers. This study addressed the gap in knowledge by exploring the risk factors they face in special educational needs schools for learners with physical disabilities. Eight newly qualified teachers were selected purposefully as participants for this study. Qualitative techniques such as a focus group and semi-structured interviews were used to collect data. Thematic data analysis was used to analyse data. Emotional challenges, lack of support from school authorities, inadequate induction and training, resource shortages and poor maintenance of infrastructure emerged as risk factors faced by newly qualified teachers. In alignment with these findings, the study underscored the role of policymakers, school administrators and teacher training institutions in developing interventions to combat the risk factors faced by newly qualified teachers in special educational needs schools for learners with physical disabilities.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 2","pages":"355-367"},"PeriodicalIF":1.3,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12729","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143793881","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}

引用次数: 0