Thinking Skills and Creativity最新文献

Critical literacy in artificial intelligence assisted writing instruction: A systematic review

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-22 DOI: 10.1016/j.tsc.2025.101850

Tülin Arseven, Mazhar Bal

{"title":"Critical literacy in artificial intelligence assisted writing instruction: A systematic review","authors":"Tülin Arseven, Mazhar Bal","doi":"10.1016/j.tsc.2025.101850","DOIUrl":"10.1016/j.tsc.2025.101850","url":null,"abstract":"<div><div>This systematic review aims to examine the relationship between artificial intelligence (AI)- assisted writing instruction and critical literacy skills of K-12 students. As a result of searching Web of Science (WoS), Scopus, Education Resources Information Center (ERIC), and EBSCO databases in accordance with the criteria determined, 15 studies were included in the analysis. As a result of the descriptive analysis, five main themes were identified: critical content production and evaluation, metacognitive skills and self-regulation, ethical thinking and evaluation, analytical thinking and problem solving, motivation and self-efficacy for the AI-assisted writing process and critical literacy skills. Our findings show that students use AI tools not as a simple copy-paste tool, but as a supportive element to develop their thinking. Students question AI outputs, synthesize them with their own ideas and manage their writing processes more consciously. The findings of our study reveal that AI-assisted writing experiences increase students' ethical awareness of originality, academic honesty and creativity, improve their systematic thinking skills in complex writing tasks, and increase their motivation to write. However, the lack of any study at preschool level, the limited number of studies at primary school level, and the scarcity of qualitative studies indicate that more research is needed in this field.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101850"},"PeriodicalIF":3.7,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143874500","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

A bibliometric and content analysis of educational robotics’ impact on communication, collaboration, critical thinking, and creativity in kindergarten

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-19 DOI: 10.1016/j.tsc.2025.101849

Sophia Rapti, Sokratis Tselegkaridis, Theodosios Sapounidis, Serafeim A. Triantafyllou

{"title":"A bibliometric and content analysis of educational robotics’ impact on communication, collaboration, critical thinking, and creativity in kindergarten","authors":"Sophia Rapti, Sokratis Tselegkaridis, Theodosios Sapounidis, Serafeim A. Triantafyllou","doi":"10.1016/j.tsc.2025.101849","DOIUrl":"10.1016/j.tsc.2025.101849","url":null,"abstract":"<div><div>Communication, collaboration, critical thinking, and creativity are 21st-century skills required to be developed in educational settings from an early age. Robotics seems to contribute to that. Therefore, this study focuses on kindergarten and explores the current research trends regarding children’s development of these skills via robotics. It aims to a) construct links between the main factors in the existing research, b) map the related field, and identify gaps to enhance our understanding. In this context, a bibliometric analysis using the Bibliometrix package and CiteSpace and a content analysis utilizing the Atlas.ti Software is employed covering 203 of 3822 studies conducted between 2014 and December 2024. Based on the findings, the most frequently examined topics are social-anthropomorphic robots, human-robot interaction, and computational thinking under the umbrella of educational robotics and skills development. The highest publication performance belongs to the USA, Italy, Japan, China, and Greece. The strongest sources are ACM, IEEE International Conference on Human-Robot Interaction, the Education and Information Technologies Journal, the International Journal of Child-Computer Interaction, and the Computers and Education Journal. Besides, Papert, Wing, and Bers arise as the most influential authors. Furthermore, most studies explore one or two C-skills, examining critical thinking the most and creativity the least during interventions focused on several domains but rarely on skills promotion. Moreover, most researchers choose the qualitative method, using small sample sizes, wheeled, floor robots, and various learning theories in short-term interventions. Finally, robots are utilized as assistive instruction kits, teammates, and educators’ assistants while children act as researchers-constructors.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101849"},"PeriodicalIF":3.7,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143865157","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

The Mad-genius controversy: Estimating the creativity of suicide poets via a dual model

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-18 DOI: 10.1016/j.tsc.2025.101845

Yuqing Liu , Ameersing Luximon , Yenan Yang , Xiaoyu Li , Yao Song

{"title":"The Mad-genius controversy: Estimating the creativity of suicide poets via a dual model","authors":"Yuqing Liu , Ameersing Luximon , Yenan Yang , Xiaoyu Li , Yao Song","doi":"10.1016/j.tsc.2025.101845","DOIUrl":"10.1016/j.tsc.2025.101845","url":null,"abstract":"<div><div>The \"mad genius\" controversy concerns the intricate relationship between creativity and psychopathology. Poets, for instance, are often noted for their mental health challenges and elevated suicide rates. This study investigates the link between creativity and suicide among modern and contemporary Chinese poets by employing computational techniques to analyze semantic creativity in their works. Examining 16 poets who died by suicide alongside 21 non-suicidal counterparts, we introduced a dual model that combines flow distance and co-occurrence networks to assess creative cognition. The findings indicate that suicidal poets exhibit significantly higher local and global flow distances, reflecting greater divergent thinking. Furthermore, their co-occurrence networks display more tightly interconnected and efficient structures, suggesting enhanced cognitive flexibility. By demonstrating that heightened creativity, characterized by distinct semantic network properties, is associated with mental health challenges, the study provides empirical support for the \"mad genius\" hypothesis. These results contribute to the understanding of the creativity-psychopathology nexus, offering novel insights and advancing computational methods for analyzing creative expression.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101845"},"PeriodicalIF":3.7,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143874501","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

Long in the tooth for creativity? Differences in divergent thinking between young and older adults

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-17 DOI: 10.1016/j.tsc.2025.101847

Vicente Alfonso-Benlliure, Irene Checa, Juan C. Meléndez

{"title":"Long in the tooth for creativity? Differences in divergent thinking between young and older adults","authors":"Vicente Alfonso-Benlliure, Irene Checa, Juan C. Meléndez","doi":"10.1016/j.tsc.2025.101847","DOIUrl":"10.1016/j.tsc.2025.101847","url":null,"abstract":"<div><div>Young and older adults require creative skills in their daily lives to solve problems professionally and personally. The capacity for creative thinking is influenced by various changes that occur throughout the life cycle. The objectives of this study include testing the measurement invariance of the PIC-A test and exploring whether significant differences in creative thinking exist between young and older adults. 210 young adults and 131 older adults participated in the study (341 subjects in total). First, a confirmatory factor analysis (CFA) was conducted with the full sample, followed by CFAs for each age subgroup. Subsequently, a multi-group of measurement invariance routine was tested with configural, metric and scalar invariance. The 2-factor CFA model for the full sample showed adequate fit (χ2=42.537; df =13; <em>p</em><.001, CFI =0.967; RMSEA = 0.082 [.055–0.109]; SRMR = 0.050) although the Graphic Originality test did not exhibit a significant loading on the Graphic Creativity Factor and was not removed from the model for consistency with the original scale. The model fit indices for the young adult and older adult groups were acceptable. Results showed age-related differences in both narrative and graphic creativity, with higher scores in the young adult group. Finally, the study provides hypothetical explanations for differences in divergent thinking performance in light of theories such as inhibition, assimilationaccommodation, and socioemotional theory. For example, the role of potential distractors, the old adults reduced tendency to take risks, or their preference for practical and emotionally satisfying responses when solving problems.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101847"},"PeriodicalIF":3.7,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143855187","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

Ethnoscience-enhanced physics virtual simulation and augmented reality with inquiry learning: Impact on students’ creativity and motivation

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-16 DOI: 10.1016/j.tsc.2025.101846

Iqbal Ainur Rizki , Fara Raditya Mirsa , Ahla Nurul Islamiyah , Aulia Dwi Saputri , Riski Ramadani , Muhammad Habibbulloh

{"title":"Ethnoscience-enhanced physics virtual simulation and augmented reality with inquiry learning: Impact on students’ creativity and motivation","authors":"Iqbal Ainur Rizki , Fara Raditya Mirsa , Ahla Nurul Islamiyah , Aulia Dwi Saputri , Riski Ramadani , Muhammad Habibbulloh","doi":"10.1016/j.tsc.2025.101846","DOIUrl":"10.1016/j.tsc.2025.101846","url":null,"abstract":"<div><div>Technology-assisted inquiry learning is essential in physics education as it cultivates students' creativity and motivation by encouraging active engagement, critical thinking, and collaboration. This study integrates ethnoscience-enhanced virtual simulations with augmented reality technologies (EthnoVLab) and implements them in an inquiry-based learning environment. It examines the practicality, effectiveness, and student responses to the EthnoVLab-supported inquiry learning (ESIL) approach in enhancing students' creativity and motivation in physics classrooms. A quasi-experimental method was employed to achieve the research objectives, involving 102 high school students in three different cohorts: ESIL, ordinary inquiry, and traditional. The findings indicate that the ESIL learning process is highly practical, adaptable to various learning needs, and aligns well with instructional plans and objectives. The ESIL group also demonstrated significant gains in students' creativity and motivation compared to both the ordinary inquiry and traditional groups. Moreover, students responded positively to the ESIL approach, viewing it as a unique, engaging, culturally relevant, and innovative teaching method, which increased their enthusiasm for learning. This research highlights the potential of using a balanced approach between pedagogy and learning technologies to enhance students' learning experiences, creativity, and motivation in physics education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101846"},"PeriodicalIF":3.7,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143876953","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

Effects of corrective feedback on writing motivation and anxiety: A structural equation model of adult CSL learners in Vietnam

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-15 DOI: 10.1016/j.tsc.2025.101844

Sida Zhu , Cong Wang

{"title":"Effects of corrective feedback on writing motivation and anxiety: A structural equation model of adult CSL learners in Vietnam","authors":"Sida Zhu , Cong Wang","doi":"10.1016/j.tsc.2025.101844","DOIUrl":"10.1016/j.tsc.2025.101844","url":null,"abstract":"<div><div>Corrective feedback plays a crucial role in improving the second language (L2) writing by reducing errors and increasing motivation. However, its impact on writing anxiety and proficiency, particularly among adult learners of Chinese as a second language (CSL) in Vietnam, remains underexplored, especially across different proficiency levels. This study addresses this research gap by examining how corrective feedback influences the motivation and anxiety levels of 229 Vietnamese university students majoring in Chinese. Data were collected through a questionnaire and analyzed using structural equation modeling (SEM). The students were categorized into three groups based on their performance in a set writing task: normal, good, and excellent. The findings reveal that greater acceptance of corrective feedback, whether from peers or teachers, was associated with higher writing motivation and lower anxiety. Interestingly, students in the normal group demonstrated lower motivation, which was linked to their limited use of effective writing strategies. However, this effect decreased as their writing skills improved. Importantly, the positive effects of corrective feedback on motivation and anxiety were consistent across all performance levels, regardless of the students’ actual writing proficiency. These results highlight the universal benefits of corrective feedback and provide valuable insights for educators aiming to promote effective L2 writing practices.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101844"},"PeriodicalIF":3.7,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143855302","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

Unlocking group creativity: Leveraging flexibility, persistence, and convergence ideation pathways 释放集体创造力：利用灵活性、持久性和趋同性的构思途径

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-15 DOI: 10.1016/j.tsc.2025.101843

Kelong Lu , Xinuo Qiao , Xinyue Wang , Zhenni Gao , Ning Hao

{"title":"Unlocking group creativity: Leveraging flexibility, persistence, and convergence ideation pathways","authors":"Kelong Lu , Xinuo Qiao , Xinyue Wang , Zhenni Gao , Ning Hao","doi":"10.1016/j.tsc.2025.101843","DOIUrl":"10.1016/j.tsc.2025.101843","url":null,"abstract":"<div><div>This study seeks to unravel the emerging process of group creativity as to explore how educational context can be structured to support the natural development of collaborative creativity. We proposed a Triple Pathway Model of group creative ideation and examined it through the lens of ideation pathway. Totaling 240 participants were recruited to complete one creative ideation task with a partner. The group creativity, ideation pathways were encoded and assessed based upon the participants’ responses. Results showed that the flexibility, persistence, and convergence pathways jointly, positively predicted group creativity. The flexibility pathway positively predicted the creativity of the group's top idea. The convergence pathway, contributed to group creativity not only by itself, also by stimulating the flexibility and persistence pathways. Transition between ideation pathways indirectly facilitated group creativity through stimulating three pathways. These insights encourage educators to consider how to foster students’ collaborative creativity by leveraging these three ideation pathways.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101843"},"PeriodicalIF":3.7,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143848199","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

Beyond black and white: Reducing dichotomous thinking to foster intellectual humility

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-14 DOI: 10.1016/j.tsc.2025.101841

Peter J. O'Connor , Andrew Spark , Yasmin Awan , Jordan Moss , Jessica Chandra

{"title":"Beyond black and white: Reducing dichotomous thinking to foster intellectual humility","authors":"Peter J. O'Connor , Andrew Spark , Yasmin Awan , Jordan Moss , Jessica Chandra","doi":"10.1016/j.tsc.2025.101841","DOIUrl":"10.1016/j.tsc.2025.101841","url":null,"abstract":"<div><div>This study examines the causal influence of dichotomous thinking on intellectual humility, evaluated through treatments designed to both increase and decrease dichotomous thinking. Employing an experimental design with 445 participants, we exposed experimental groups to either a black and white thinking treatment (high dichotomous thinking condition) or a dialectical thinking treatment (low dichotomous thinking condition), and then compared their intellectual humility scores to a control group. As hypothesized, significant differences in intellectual humility emerged among the groups. The most substantial effects were observed in the group exposed to the dialectical thinking treatment (low dichotomous thinking condition), where participants exhibited significantly elevated intellectual humility scores. Using instrumental variable estimation for the purposes of causal inference, we also confirmed that the mechanism by which the dialectical thinking treatment increased intellectual humility was by decreasing dichotomous thinking. Our study provides insights into the factors that influence intellectual humility and offers a practical method to enhance it through fostering dialectical thinking.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101841"},"PeriodicalIF":3.7,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143865156","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

An Analysis of Gifted and Non-Gifted Fifth Graders’ Strategic Flexibility

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-14 DOI: 10.1016/j.tsc.2025.101842

Yeliz Yazgan , Feride Sena Kocaoğlu Er , Hatice Kübra Güler Selek

{"title":"An Analysis of Gifted and Non-Gifted Fifth Graders’ Strategic Flexibility","authors":"Yeliz Yazgan , Feride Sena Kocaoğlu Er , Hatice Kübra Güler Selek","doi":"10.1016/j.tsc.2025.101842","DOIUrl":"10.1016/j.tsc.2025.101842","url":null,"abstract":"<div><div>Flexibility constitutes a crucial element of creativity, and there exists a significant correlation between mathematical problem-solving abilities and creativity. Moreover, non-routine problems necessitate students to employ critical thinking, creativity, and various problem-solving techniques. Hence, the objective of this holistic multiple case study is to examine the problem solving success and strategic flexibility of both gifted and non-gifted fifth graders in non-routine problem solving, as well as exploring the relationship between these factors. To achieve this aim, a total of eight non-routine problems were presented to 40 fifth graders, with 20 being gifted and 20 non-gifted students. The students’ written solutions were collected, followed by individual interviews. Subsequently, the solutions were evaluated in terms of success and strategic flexibility. The results indicated that gifted students demonstrated more frequent use of indicators compared to their non-gifted counterparts. Additionally, a trend towards clustering in the medium category for gifted students and the weak category for non-gifted students was observed. Both groups included a limited number of students with high levels of flexibility. Notably, a significant relationship between flexibility and success scores was only evident among non-gifted students. Disparities in flexibility and success between gifted and non-gifted students were apparent. The implications of these findings for mathematics education were discussed, alongside recommendations for future research.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101842"},"PeriodicalIF":3.7,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143844392","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

Creative thinking in language learning classes: An analysis of educational policy in Moroccan public primary schools

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-10 DOI: 10.1016/j.tsc.2025.101840

Zaina Smare , Mohamed Elfatihi

{"title":"Creative thinking in language learning classes: An analysis of educational policy in Moroccan public primary schools","authors":"Zaina Smare , Mohamed Elfatihi","doi":"10.1016/j.tsc.2025.101840","DOIUrl":"10.1016/j.tsc.2025.101840","url":null,"abstract":"<div><div>Creative thinking is considered one of the essential skills of the 21st century that should be promoted throughout the educational system, particularly in primary schools across all subjects, including language classes. The first step in effectively developing creative thinking in schools is to provide a curriculum with clear guidelines on how to foster this skill. Educational policy documents are of paramount importance because they outline the content and processes that should be communicated in the classroom. The current article reports the findings of an analysis of five Moroccan educational policy documents namely, The National Charter for Education and Training (1999), The White Paper (2002), The Strategic Vision of 2015–2030, The Framework Law 51–17 (2019), and The Primary Education Curriculum (2021). The analysis centers on two key questions: how creative thinking is defined and described in Moroccan educational policy documents, and how the importance of integrating this skill is articulated, particularly in the context of language learning classes. Our analysis reveals that educational policy documents do not offer a clear and operational definition of creativity, and the term is used differently across school subjects. The provided descriptions of the skill are all positive, suggesting that it is not perceived as a negative attribute. However, the documents do not offer guidance on how teachers should develop creative thinking. Additionally, educational policy documents often equate creativity with artistic production. This suggests that educational policy makers have a bias or preference for thinking mainly about artistic work when considering activities that promote creative thinking. The study concludes with practical recommendations for policymakers to effectively integrate the promotion of creative thinking in language education through educational policy documents.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101840"},"PeriodicalIF":3.7,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829504","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