European Physical Education Review最新文献

Including the construct of novelty in a full sequential model of the bright side of self-determination theory in physical education 将新颖性的建构纳入自我决定理论在体育教学中的光明面的全序贯模型

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-04-02 DOI: 10.1177/1356336x261434539

Sebastián Fierro-Suero, Rafael Burgueño, David González-Cutre

{"title":"Including the construct of novelty in a full sequential model of the bright side of self-determination theory in physical education","authors":"Sebastián Fierro-Suero, Rafael Burgueño, David González-Cutre","doi":"10.1177/1356336x261434539","DOIUrl":"https://doi.org/10.1177/1356336x261434539","url":null,"abstract":"The aim of this study was to incorporate the construct of novelty into the sequential model proposed by self-determination theory (SDT), analyzing the paths between teachers’ need support in physical education and students’ need satisfaction, autonomous motivation, and intention to be physically active. Participants in this cross-sectional study were 888 secondary school students (472 girls), aged between 11 and 17 years ( M = 13.15). Results from the final structural equation model showed that each type of teacher need support (i.e. autonomy, competence, relatedness, and novelty) was most strongly associated with the satisfaction of its respective need in students. Moreover, teachers’ competence and relatedness support were positively associated with novelty satisfaction. Only competence and novelty satisfaction were positively related to students’ autonomous motivation, which, in turn, was positively associated with their intention to be physically active. These findings provide further evidence for considering novelty from an SDT perspective.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"12 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147586690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perceptions of lifelong physical activity and the physical literacy journey: The voices of children and young people across the island of Ireland 对终身身体活动和身体素养之旅的看法：爱尔兰岛各地儿童和年轻人的声音

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-03-31 DOI: 10.1177/1356336x261427414

Wesley O’Brien, Sarahjane Belton, Orlagh Farmer, Orla Murphy, Elaine Murtagh, Sinead Connolly, Marie H Murphy, Kyle Ferguson, Lawrence Foweather, Hannah Goss

{"title":"Perceptions of lifelong physical activity and the physical literacy journey: The voices of children and young people across the island of Ireland","authors":"Wesley O’Brien, Sarahjane Belton, Orlagh Farmer, Orla Murphy, Elaine Murtagh, Sinead Connolly, Marie H Murphy, Kyle Ferguson, Lawrence Foweather, Hannah Goss","doi":"10.1177/1356336x261427414","DOIUrl":"https://doi.org/10.1177/1356336x261427414","url":null,"abstract":"In recent years, the physical literacy (PL) journeys of children and young people (CYP) have become increasingly relevant to physical activity (PA), physical education (PE) and sport settings. While research has documented understanding of PL among specific stakeholders, such as physical educators and sports coaches, no such research exists regarding the voices of CYP across the island of Ireland (Northern Ireland and Ireland). As such, expanding beyond PL specifically and explicitly, this scoping review explored CYP's perceptions of lifelong PA, including factors they believed influenced their involvement in, or avoidance of, PA, PE, and sport (domains which all contribute to PL). The review examined 29 qualitative research studies conducted across the island of Ireland. Thematic analysis of the data led to the construction of the following five key themes in relation to lifelong PA as part of one's PL journey: (i) providing choice, (ii) fun, (iii) social influences, (iv) competition, and (v) barriers to positive PL experiences. Drawing on the insights generated by this study, we propose targeted PL promotion strategies that resonate with CYP in Ireland and Northern Ireland, with the goal of fostering their holistic PL development, and supporting sustained lifelong engagement in PA.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"105 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147578411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Virtual reality in physical education: A systematic literature review 虚拟现实在体育教学中的应用：系统的文献综述

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-03-24 DOI: 10.1177/1356336x261427728

Jörg Greiner, Ingo Wagner

{"title":"Virtual reality in physical education: A systematic literature review","authors":"Jörg Greiner, Ingo Wagner","doi":"10.1177/1356336x261427728","DOIUrl":"https://doi.org/10.1177/1356336x261427728","url":null,"abstract":"Virtual reality (VR) holds substantial potential for enhancing learning in physical education (PE), with applications ranging from exergames to more realistic sport simulations and motion-feedback systems. However, many assumptions regarding its usefulness in PE are derived from conceptual or laboratory-based research rather than from studies conducted in authentic school settings. This systematic review addresses this gap by examining the types of VR applications used in K–12 PE, including curricular and extracurricular contexts, modes of implementation, and the main outcomes reported in empirical studies. Following PRISMA guidelines, a systematic search was conducted across two databases (Web of Science and Scopus) and one meta-database (EBSCOhost). Eleven studies published between 2017 and 2024 met the inclusion criteria. The reviewed applications varied in their level of immersion and design features, including exertion interfaces, gamification elements, and degrees of sport-related realism. Proposed mechanisms of effectiveness primarily emphasized VR's engaging qualities and its potential to support personalized learning. In practice, low-immersive systems were frequently selected to address resource constraints such as limited facilities or instructional staff. The findings suggest that immersive VR can improve visual–perceptual and psychomotor skills and promote physical activity. While some evidence indicates benefits for beginners in sport-specific tasks, only a small number of studies integrated VR into established teaching practices. Overall, VR is predominantly used as an exercise-oriented tool to enhance general physical fitness and broader perceptual–psychomotor capabilities, rather than to support sport-specific skill learning or knowledge acquisition.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"20 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147507864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Motivation profiles in school physical education and the role of motor competence in profile memberships: A four-year latent transition analysis 学校体育动机档案与运动能力在档案成员中的作用：一项四年潜在转变分析

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-03-24 DOI: 10.1177/1356336x261431099

Arto Gråstén, Mikko Huhtiniemi, Iiris Kolunsarka, Timo Jaakkola

{"title":"Motivation profiles in school physical education and the role of motor competence in profile memberships: A four-year latent transition analysis","authors":"Arto Gråstén, Mikko Huhtiniemi, Iiris Kolunsarka, Timo Jaakkola","doi":"10.1177/1356336x261431099","DOIUrl":"https://doi.org/10.1177/1356336x261431099","url":null,"abstract":"This study investigates the development of latent motivation profiles in physical education (PE) over time and the contribution of motor competence (MC) to profile memberships. A total of 1121 Finnish students participated at baseline Grade 5, with 762 remaining at the final measurement point in Grade 9. Motivation was assessed using the Perceived Locus of Causality Scale, while MC was measured through side-to-side jump, throw-catch, and five-leap tests. Latent transition analysis identified four distinct motivation profiles: Poor, Fair, Good, and Excellent. Most students either remained in the same profile or transitioned to adjacent ones. However, a notable decline was observed between Grades 7 and 8, where some students moved from the Excellent to the Poor profile. Boys were more likely to be classified in the Poor motivation group by Grade 9. Lower MC, especially in throw-catch and five-leap performance, was associated with Poor motivation profiles in Grades 5 and 6. These findings suggest that early intervention is crucial, particularly for students with lower MC, to prevent declining motivation. The transitional period between Grades 7 and 8 appears especially critical, warranting focused support strategies. Furthermore, gender-specific patterns indicate a need for tailored approaches to maintain motivation, particularly among boys. Differences across schools also suggest that local context plays a role in these developmental patterns. Overall, the study emphasizes the importance of early, individualized support in PE to sustain and improve student motivation throughout schooling.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"310 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147507965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining the construct validity of the FMS 2 assessment tool 检验fms2评估工具的建构效度

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-03-11 DOI: 10.1177/1356336x261426308

Nathan Gavigan, Sarahjane Belton, Una Britton

{"title":"Examining the construct validity of the FMS 2 assessment tool","authors":"Nathan Gavigan, Sarahjane Belton, Una Britton","doi":"10.1177/1356336x261426308","DOIUrl":"https://doi.org/10.1177/1356336x261426308","url":null,"abstract":"Although there is a plethora of tools available to assess children's movement competence (MC), the literature suggests that many have significant limitations (e.g. not practical for use in ‘real-world’ settings). The FMS 2 assessment tool has recently emerged as a valid and feasible alternative to existing measures. The aim of this study was to examine the construct validity of the FMS 2 among 10- to 13-year-old children in primary school in Ireland. As part of this study, 246 children (50% boys, M age = 11.25 years) were assessed using the FMS 2 assessment tool at two time points, eight weeks apart. Structural validity was assessed using confirmatory factor analysis. Results indicated acceptable model fit for each individual factor (locomotor, object manipulation, and stability) at both time points, although stronger fit statistics were observed at the second time point. Further, each factor demonstrated measurement invariance between the two time points. When combined into a single model, model fit was inadequate, suggesting that the individual components, while related, are distinct constructs. Boys demonstrated significantly higher MC scores than girls at both time points, while no significant age-related differences were observed. The findings of this study suggest that the FMS 2 assessment tool has good structural validity, and is consistent when measuring children's MC proficiency over time.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"31 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147393299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Feeling the lesson: Affect, attunement and trauma-informed physical education 感受教训：情感、协调和创伤知情的体育教育

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-03-11 DOI: 10.1177/1356336x261426836

Andrew MacDonald, Oliver Hooper, Dillon Landi

{"title":"Feeling the lesson: Affect, attunement and trauma-informed physical education","authors":"Andrew MacDonald, Oliver Hooper, Dillon Landi","doi":"10.1177/1356336x261426836","DOIUrl":"https://doi.org/10.1177/1356336x261426836","url":null,"abstract":"Trauma-informed education has gained attention across schooling, yet physical education (PE) remains under-developed in this area. This study examines how educators in a Scottish Educational Support Centre understood and enacted trauma-informed pedagogies in PE following the school-wide adoption of the neurosequential model in education (NME). Using conversational inquiry, semi-structured interviews were conducted with six educators trained in the NME, including PE teachers, classroom teachers and support staff. Analysis generated three findings: relationships were understood as the foundation of trauma-informed practice in PE, flexibility was central to responding to daily unpredictability and contextual constraints, and the NME functioned primarily as a reflective framework rather than a guide for lesson planning. Educators rarely planned lessons around the NME. Instead, they relied on knowing students well, adapting activities in the moment, and responding to shifts in the affective atmosphere of the gym. The study suggests that trauma-informed PE is enacted less through fidelity to models and more through context-responsive, relational practice that requires sustained structural support.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"56 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147393298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Physical education (PE) in Northern Ireland: Conceptualising and structuring PE in a complex landscape 北爱尔兰的体育教育：在复杂的环境中对体育教育进行概念化和结构化

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-03-11 DOI: 10.1177/1356336x261422966

Shirley Gray, Julie Stirrup, Paul McFlynn, Rachel Sandford, Oliver Hooper, Stephanie Hardley

{"title":"Physical education (PE) in Northern Ireland: Conceptualising and structuring PE in a complex landscape","authors":"Shirley Gray, Julie Stirrup, Paul McFlynn, Rachel Sandford, Oliver Hooper, Stephanie Hardley","doi":"10.1177/1356336x261422966","DOIUrl":"https://doi.org/10.1177/1356336x261422966","url":null,"abstract":"Physical education (PE) in Northern Ireland (NI) is positioned within a complex and separated educational context. While we know something about the PE curriculum within this landscape, we know little about how PE teachers navigate this complexity. Consequently, we recruited secondary PE teachers from different school types in NI ( n = 8) to take part in individual, semi-structured interviews to explore how they understand and structure their PE curriculum. Given this focus, our analysis paid some attention to Bernstein's (1975) concept of boundaries, which helps us to consider the potential impact of curriculum structures in schools. We found that all the PE teachers referred to the overarching national curriculum (the ‘Big Picture’ curriculum), highlighting the opportunities it offers – through weak boundaries – to shape broad, connected and meaningful PE curricula. However, the findings also reveal tensions that limited the extent to which these opportunities could be fully realised. Specifically, given the weak boundaries between sport and national identity in NI, sport (particularly team games) plays a significant role in shaping PE curricula. This, in part, may contribute to the perception among participants that PE is not valued by other teachers or society more broadly. We suggest that weakening boundaries both within the PE curriculum and across the broader school curriculum has the potential to shift the emphasis away from sport towards other forms of knowledge. This could create opportunities for teachers of other subjects to better understand the educative possibilities of PE.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"56 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147393353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Restorative practice in PE? Implementing restorative approaches in the Irish primary physical education classroom 体育恢复性练习？在爱尔兰小学体育课堂实施恢复性教学

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-03-02 DOI: 10.1177/1356336x261423791

Gráinne Regan, Michelle Dillon, Richard Bowles

{"title":"Restorative practice in PE? Implementing restorative approaches in the Irish primary physical education classroom","authors":"Gráinne Regan, Michelle Dillon, Richard Bowles","doi":"10.1177/1356336x261423791","DOIUrl":"https://doi.org/10.1177/1356336x261423791","url":null,"abstract":"In recent years, there has been growing recognition of physical education (PE) as a vital platform for fostering holistic child wellbeing and thus supporting the physical, social, emotional, and cognitive elements of wellbeing. However, the approaches to promoting such development must continuously evolve in response to changing societal needs. While there is an increasing educational discourse on the effects of restorative practice (RP) on school communities and child learning, its potential impact within PE has not been sufficiently explored. This article explores how one Irish primary school teacher used RP to support children's social wellbeing in PE and considers the implications for the teacher's own professional practice. Framed as an autoethnographic self-study approach, Gráinne (the lead researcher) reflects on her two-year journey, drawing on critical incidents and personal reflections to explore the challenges and successes of integrating RP into PE. The findings highlight how RP shaped both student experiences and the teacher's evolving identity and development, requiring sustained self-reflection and emotional awareness. Contributing to the limited literature on RP in Irish PE settings, this research illustrates the potential of RP to positively impact children's social wellbeing and thus could be used to effectively support holistic development.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"98 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147358791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘Let us wear our own Goddamn clothes’ : Students’ perceptions of school uniform as a barrier to physical activity and physical education participation in schools “让我们穿我们自己的该死的衣服”：学生认为校服是体育活动和参与学校体育教育的障碍

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-02-26 DOI: 10.1177/1356336x261422164

Brendan T. O’Keeffe, Caera Grady, Fiona McHale, Elaine Murtagh

{"title":"‘Let us wear our own Goddamn clothes’ : Students’ perceptions of school uniform as a barrier to physical activity and physical education participation in schools","authors":"Brendan T. O’Keeffe, Caera Grady, Fiona McHale, Elaine Murtagh","doi":"10.1177/1356336x261422164","DOIUrl":"https://doi.org/10.1177/1356336x261422164","url":null,"abstract":"The aim of this study was to examine students’ views on the extent to which uniforms are a barrier to physical activity (PA) and physical education (PE) participation in Irish secondary schools. Students ( N = 1439; age = 14.7, SD = 1.5; 58.2% female) from a purposive sample of 18 secondary schools completed an online survey. A hierarchical loglinear analysis was used to examine the relationship between gender, age, and perception of uniform as a barrier. A qualitative content analysis of open-ended survey items was used to capture deeper insights and contextual understanding. Uniforms were perceived to be a barrier for over half of students in PE lessons (54.5%) and outside of PE lessons (58.1%). Approximately half (52.2%) were allowed to wear a PE kit to school on days with a timetabled PE lesson, and this was more evident in mixed-gender schools (65.4%) than in boys’ (28.7%) or girls’ (29.6%) schools ( p < .001 ). Statistically significant three-way interactions were found between gender, school stage, and permission to wear PE kit ( p < .001). A significant two-way effect was found between uniform as a barrier in PE lessons and school stage ( p < .001). Notably, 30% of students’ recommendations for improving their general experience of PE referenced school uniform design and being allowed to wear PE kit all day, eliminating the need to use changing rooms. Modifying uniform policies to allow for more comfortable and practical attire could enhance PA levels and improve students’ overall PE experience.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"13 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147287301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Moving toward integrated teacher professional learning? A case study of a government-funded year-long programme for health and physical education teachers 迈向教师专业学习一体化？对政府资助的卫生和体育教师为期一年的方案的案例研究

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-02-20 DOI: 10.1177/1356336x261421397

Laura Alfrey, Carla Luguetti, Christopher Hudson, Claire Brown

{"title":"Moving toward integrated teacher professional learning? A case study of a government-funded year-long programme for health and physical education teachers","authors":"Laura Alfrey, Carla Luguetti, Christopher Hudson, Claire Brown","doi":"10.1177/1356336x261421397","DOIUrl":"https://doi.org/10.1177/1356336x261421397","url":null,"abstract":"This paper focuses on teacher professional learning (TPL) and examines Australian health and physical education (HPE) teachers’ experiences of a year-long, government-funded professional learning programme called the Teaching Excellence Programme (TEP). More specifically, it responds to the question: what features of the TEP did HPE teachers view as most valuable for their TPL and practice? Data consisted of: (i) semi-structured interviews with teachers ( n = 7); (ii) TEP documents; and (iii) field notes collected via participant observation. Findings highlighted features of the TEP that the teachers felt were most valuable for their professional learning, namely, it: (a) created space for knowledge construction and sharing across disciplines, sectors, and regions; (b) was an attractive space created specifically for teachers; (c) provided a context and permission for year-long, purposeful TPL; (d) allowed for engagement with other experts; (e) positioned teachers as active learners in context; (f) embedded practitioner inquiry as a central feature; and (g) focused on developing teacher ‘dispositions’ that supported reflection and guided learning. Findings also reflected possible improvements for the TEP. The discussion suggests that, for decades, TPL scholarship has been littered with dichotomies (e.g. formal vs. informal), but our findings suggest that the TEP went some way to challenging historically rooted, unproductive dichotomous thinking and practice. Indeed, we argue that the TEP represented ‘ integrated TPL’: that is, TPL that is sustained and integrates a strategically aligned spectrum of epistemologies, theories, concepts and pedagogical approaches.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"10 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146260879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0