International Journal of Educational Management最新文献

{"title":"Factors affecting entrepreneurial intentions among students in higher education institutions","authors":"Tabarek Al-Tekreeti, Mohammad Al Khasawneh, Ala' Omar Dandis","doi":"10.1108/ijem-09-2023-0470","DOIUrl":"https://doi.org/10.1108/ijem-09-2023-0470","url":null,"abstract":"PurposeThis paper investigates the factors affecting individual dispositions toward intentions. Specifically, this study aims to investigate the effects of emotional intelligence, entrepreneurial motivation and creativity on the entrepreneurial intentions of university students in Jordan.Design/methodology/approachThe data were gathered through self-administered questionnaires from a sample of 745 university students in Jordan. The hypotheses were tested using partial least squares (PLS) analysis.FindingsThe results indicate a robust relationship between entrepreneurial motivation and creativity and entrepreneurial intention. However, an insignificant relationship was found between emotional intelligence and entrepreneurial intention. The findings of this study reveal that both creativity and emotional intelligence exert a significant and positive indirect effect on entrepreneurial intentions through the mediation of entrepreneurial motivation.Practical implicationsThis work suggests that university administrators should consider the significant roles that emotional intelligence, entrepreneurial motivation and creativity play in shaping the entrepreneurial intentions of university students.Originality/valueWhile there is limited existing research on this matter within the Middle Eastern context, especially in Jordan, this study aims to address this gap in the Jordanian entrepreneurial literature. As the first of its kind conducted within Jordanian universities, this study contributes significantly to the understanding of entrepreneurial dynamics in the region. Using the Wong and Law Emotional Intelligence Scale, this study evaluates emotional intelligence in Jordan. The results contribute to social psychology literature and suggest actionable government measures, integrated into education systems, to encourage entrepreneurial paths for students and alleviate graduate unemployment.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"14 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138562441","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":"School principals' leadership styles on implementing inclusive education: the entrepreneurial leadership effect","authors":"Emilia Stavrou, Antonios Kafa","doi":"10.1108/ijem-08-2023-0424","DOIUrl":"https://doi.org/10.1108/ijem-08-2023-0424","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to investigate school principals' leadership styles in Cyprus in relation to students' support for special education needs within the context of inclusive education.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The original type of evidence was qualitative empirical research through the examination of four case studies in school organizations with a high number of students with special education needs. Using the interview protocol, data on school principals' leadership styles were collected from school principals and teachers. The empirical development theory method was used to analyze the data.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings suggest that in the respective school organizations, a combination of all leadership styles can support the desired outcomes of students with special education needs, thereby promoting the inclusive education aspect in school organizations. However, there was a preference for the entrepreneurial leadership style, which connects the external leadership dimension with school principalship.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>These findings could assist in shaping a specific educational policy that includes professional development for school principals in entrepreneurship in order to support students with special education needs. Furthermore, the results could be compared to those in other contexts where school principals' leadership styles and practices are promoted in relation to the support of students with special education needs.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"153 ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506971","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":"Post-lockdown loneliness and social isolation among French students","authors":"Emmanuelle Dutertre, Cyril Fouillet","doi":"10.1108/ijem-03-2023-0119","DOIUrl":"https://doi.org/10.1108/ijem-03-2023-0119","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to explore the protective and risk factors involved in student loneliness after the lockdown measures taken limiting social contact during the COVID-19 pandemic in France.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using a cross-sectional survey methodology, the authors collected data on a sample of 546 students pursuing management education in a French business school in several campuses. Loneliness was measured by the three-item UCLA loneliness scale. Logistic regression analysis examined the factors influencing student loneliness.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The prevalence of loneliness was 23.4%. Risk factors for loneliness were social isolation especially in terms of intensity and isolation from friends (OR: 5.40), having a regular paid activity (OR: 1.62) and not getting academic help from other students (OR: 2.11) or taking meals alone during the lockdowns (OR: 1.94). Being a male student (OR: 0.47), practicing a sport (OR: 0.64) and studying at a specific campus (OR: 0.43) were protective factors.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Understanding protective and risk factors affecting student loneliness helps higher education decision-makers to take the necessary actions to enhance student well-being which have an effect on learning processes.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Loneliness is a major public health concern among students. Knowledge of the determinants for loneliness are limited and this article attempts to augment this by exploring several protective and risk indicators of loneliness among French students.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"144 3","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506974","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":"Do narcissism and resilience personality traits ignite university students' desirability and entrepreneurial intentions? Moderation of pursuit of excellence and risk","authors":"Manisha Chaudhary, Abhijeet Biswas","doi":"10.1108/ijem-02-2023-0048","DOIUrl":"https://doi.org/10.1108/ijem-02-2023-0048","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>A nation's economic development is adversely affected by the rising population and the lack of employment opportunities, necessitating the promotion of entrepreneurial activities. This study aims to unfurl the critical factors shaping university students' entrepreneurial intentions (EI) in an emerging economy.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study assessed the EI of 640 university students across India's top 5 central universities through structural equation modeling by extending the entrepreneurial event model (EEM) and dark triad theory. Mediation and moderation techniques were used to examine the model's direct and indirect linkages.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results show that propensity to act (PTA), perceived resilience (PRS) and narcissism (NAR) magnify desirability, significantly increasing students' EI. The association between the underlying constructs is partially mediated by the PTA and perceived desirability (PD). In addition, the linkage between PD and students' EI is strengthened by the pursuit of excellence (PoE) and weakened by perceived risk (PR).</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The study's findings could assist educators, universities, aspiring entrepreneurs, financial institutions, policymakers, investors, venture capitalists, incubators and accelerators in reinforcing entrepreneurial culture in India by establishing a link between crucial personality traits and intentions to start entrepreneurial ventures.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Personality traits such as NAR, resilience and the PoE have not received much attention in the entrepreneurship literature and call for a rigorous inquiry. The study tries to embrace these dominant personality traits by broadening the perspectives of EEM and dark triad theory via a comprehensive conceptual model. It also explores the role of the PoE and PR as moderators to examine the possible association between the identified constructs.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"147 ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506972","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":"Does the sharing of leadership increase the coherence of a school's instructional framework?","authors":"Xi Zhan, Roger Goddard, Anika Anthony","doi":"10.1108/ijem-03-2023-0159","DOIUrl":"https://doi.org/10.1108/ijem-03-2023-0159","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;Existing research suggests that organizational learning, jointly implemented by principals and teachers may reduce agency risks and improve school management effectiveness. However, research investigating how this process occurs is lacking. The relationship between school leaders promoting the involvement of teachers in school-wide processes focused on instructional improvement and the coherence characterizing a school's instructional program remains unclear.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;The authors identified shared instructional leadership and instructional coherence, as two key variables describing the process of organizational learning and the outcome of agency risk reduction. The authors employed hierarchical linear modeling to test the hypothesis that shared leaderships positively predicts differences among schools in instructional coherence.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;Based on a sample of 113 public high schools selected from a U.S. Midwestern state, the results confirm the hypothesis.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;This study uses the existing theoretical and empirical findings to interpret the potential relationship between shared leadership and instructional coherence, and validates it through empirical data analysis. The findings expand the understanding of the shared leadership theory. Although the design of this study is strictly based on theoretical and empirical findings, and part of the purpose of the research is to find the reasons why shared leadership seems to be insignificant in some countries and regions, readers should still note that the sample source is American schools. The findings of this study are worth examining with different samples in future studies.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;Since the direct relationship between shared leadership and student standardized test scores has been difficult to measure, and in some countries even negative, there is debate about the need for shared leadership. The difficulty of measurement is caused by the diversity of leadership subjects and the complexity of leadership tasks. This study finds out the direct object of shared leadership and the process of exerting its effects, which will expand the understanding of the positive meaning of shared leadership. This will help different countries and regions better identify and play the role of shared leadership.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Originality/value&lt;/h3&gt;\u0000&lt;p&gt;Based on the combination of organizational learning theory, agency theory and shared leadership theory, the study modeled the process of collaborative organizational learning among principals and teachers. The study employed instructional coherence as a form of structured organizational learning that is a prerequisite for improvement in common measures of student learning such as standardized test scores. Do so pro","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"156 ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506970","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":"Massive open online courses learners' continuance intention: shaping a roadmap to micro-credentials","authors":"Yanan Wang, Lee Yen Chaw, Choi-Meng Leong, Yet Mee Lim, Abdulkadir Barut","doi":"10.1108/ijem-02-2023-0071","DOIUrl":"https://doi.org/10.1108/ijem-02-2023-0071","url":null,"abstract":"PurposeThis study intends to investigate the determinants of learners' continuance intention to use massive open online courses (MOOCs) for personal or professional development.Design/methodology/approachThis study employed quantitative research design. The respondents were individual learners from six selected universities in China who used MOOCs for continuous learning. A purposive sampling technique was employed to obtain 270 valid samples. Data were analyzed and analytical outputs were produced using the techniques of Partial Least Squares Structural Equation Modeling and Importance-Performance Matrix.FindingsExpectation confirmation was found to have a positive relationship with perceived usefulness, flow experience, learning self-efficacy and satisfaction with MOOCs. Perceived usefulness, flow experience and leaning self-efficacy were also found to have a positive relationship with MOOC satisfaction. In addition, perceived usefulness, flow experience, learning self-efficacy and MOOC satisfaction had a positive impact on continuance usage intention.Originality/valueThe outcomes of the study can serve as a practical reference for MOOC providers and decision-makers to develop relevant strategies to increase the course completion rates.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"19 10","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139243809","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 representations of retirement: a study with professors from public higher education institutions","authors":"Cléverson Vasconcelos da Nóbrega, Diogo Henrique Helal","doi":"10.1108/ijem-03-2023-0103","DOIUrl":"https://doi.org/10.1108/ijem-03-2023-0103","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The article aims at analyzing the social representations of retirement in two different groups of professors – pre-retired and retired – from a public higher education institution. The goal is to explore the experiences, reflections, beliefs, and attitudes originated from the transition to retirement.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The research, of exploratory and descriptive nature, was guided by the Social Representation Theory (SRT) and took a qualitative approach. 16 professors were interviewed, 8 in each group (pre-retired and retired professors), using semi-structured interviews that followed a script designed to discover the main aspects of the transition to retirement.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Three figurative cores were raised – the financial aspect, the centrality of work, and the will to continue contributing, and the unpreparedness for retirement – and testimonies have shown heterogeneous representations. The study observed that although relevant, the bonus for continued services is not the main determinant for professors to continue working in the university.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The results of this study indicate the need to treat retirement as a complex and multidimensional process, offering a fresh perspective on the social representations of retirement in the academic context. The use of the Social Representation Theory to explore these perspectives adds to the originality of the approach, highlighting the multifaceted nature of the retirement process in this specific professional group.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"143 3","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506975","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":"Jewish and Arab teachers' views on school communications, innovation and commitment after COVID-19: sector of education as a moderator","authors":"Asmahan Masry-Herzallah, Peleg Dor-haim","doi":"10.1108/ijem-11-2022-0467","DOIUrl":"https://doi.org/10.1108/ijem-11-2022-0467","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The study investigated the correlation between school communication and teachers' perceptions of the school's innovative climate in the Israeli education system during the coronavirus disease 2019 (COVID-19) crisis. Furthermore, this study examined the role of affective commitment and the role of sector (Arab or Jewish) in these correlations.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>First, Arab and Jewish teachers studying toward their MA degree were randomly selected from 2 higher education institutes in Israel, and then other teachers were selected using the snowball method through teacher groups on the Facebook social network and WhatsApp groups (N = 383).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings revealed major differences between Arab and Jewish teachers. Among Arab teachers, the correlation between school communications and an innovative climate was found to be mediated through affective commitment, whereas among Jewish teachers, a direct correlation was found between the first two variables. The correlation between school communications and affective commitment was found to be stronger among Arab teachers than among Jewish teachers.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study results confirmed that school communication and affective commitment hold a significant predictive value in school innovation and highlight the importance of affective commitment in supporting innovation. The study adds to the body of research directed at identifying antecedents to innovative climate as well as studies examining the effects of school communications on affective commitment and innovative climate in a multicultural society, both in regular and emergency situations. The findings can also provide valuable insights for culturally sensitive and relevant education policy design and management in the post-COVID-19 period.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"146 ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506973","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":"Impacts of parents' and guardians' trust in confessional schools on students’ perceived performance and spirituality","authors":"Marcia Juliana d'Angelo, Marisa Veloso Café, Raysa Geaquinto Rocha","doi":"10.1108/ijem-08-2022-0331","DOIUrl":"https://doi.org/10.1108/ijem-08-2022-0331","url":null,"abstract":"Purpose This study analyzes the impacts of trust in the confessional institution of primary education on a students’ spirituality and performance and the moderating effect of the families' religion on the relationship between trust in the school and the student's spirituality as perceived by parents and guardians. Design/methodology/approach This study takes the form of a survey with 346 parents and guardians from a Brazilian Adventist education network. The authors used partial least squares structural equation modeling by SmarPLS 4 to analyze the data. Findings The results reveal that parents' and guardians' trust in the confessional institution of primary education positively influences their perception of students' spirituality, which, in turn, has a positive impact on their performance. In addition, the families’ religion does not strengthen the relationship between school trust and students’ spirituality. It does not matter to which religious group the family belongs – as their overall spiritual development that favors the students’ academic performance. Originality/value The research contributes to the literature on school management, individual spirituality and relationship marketing – particularly customer relationship management in schools, involving parents, guardians and students.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"3 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136227953","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":"Determinants of effective instructors in higher education institutions: a cross-cultural comparison","authors":"Salem Alhajeri, Farooq Ahmed AlTameemy","doi":"10.1108/ijem-12-2022-0531","DOIUrl":"https://doi.org/10.1108/ijem-12-2022-0531","url":null,"abstract":"Purpose The quality of higher education has become a topic of increasing interest to researchers in recent decades. This study, therefore, aims to investigate the comparative effectiveness of instructors at higher education institutions in Kuwait and the USA, while also investigating the parallel differences in student culture and gender. Design/methodology/approach The researchers employed a quantitative research paradigm, using a questionnaire survey method to examine four dimensions of effective instructorship (teaching skills, human relations, ethics, and assessment). Descriptive statistics were used to analyze data from 254 college students ( N = 254), comprising 132 students at Bemidji State University in the USA and 122 students at Kuwait University in Kuwait. Findings The findings showed that students ranked “human relations” as the most significant attribute of an effective university instructor. Study results also indicated that culture is an important influencer of student perceptions regarding effective instructor characteristics. Gender also played a role in student perceptions of teacher effectiveness. Cross-culturally, female participants ranked teacher effectiveness dimensions such as human relations, ethics, and assessment, significantly higher than did their male colleagues, while within each culture, male students at the American university showed significantly greater concern for ethics in comparison to their counterparts in Kuwait. Originality/value This study offers findings from a cross-cultural comparative perspective. It provides value to administrators, deans, and department chairs at higher educational institutions who are evaluating their current rank, tenure, and promotions criteria and processes for teaching faculty. Additionally, while K-12 education has received significant attention over the past few decades regarding the qualities and practices of effective teachers in that realm, this study extends such research significantly into higher education.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"3 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136229123","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}