Thinking Skills and Creativity最新文献

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

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

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

Emotion regulation process in creative context: The role of dysregulation of both positive and negative emotions

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-10 DOI: 10.1016/j.tsc.2025.101838

Guyonne Rogier , Martina Bertolini , Serena Bruno , Stefania Cataudella , Patrizia Velotti

{"title":"Emotion regulation process in creative context: The role of dysregulation of both positive and negative emotions","authors":"Guyonne Rogier , Martina Bertolini , Serena Bruno , Stefania Cataudella , Patrizia Velotti","doi":"10.1016/j.tsc.2025.101838","DOIUrl":"10.1016/j.tsc.2025.101838","url":null,"abstract":"<div><div>The capacity for emotional regulation in individuals is strongly implicated in improving their quality of life. It has also been demonstrated that cognitive processes related to creative activities can play an important role in the use of emotion regulation strategies. Thus, creativity represents a useful construct for investigating psychological functioning in the context of emotion regulation strategies. In support of this hypothesis, several studies have analyzed the bidirectional link between creativity and positive and negative emotion regulation strategies, demonstrating the functioning between the different interactions. A new self-report instrument has recently been developed for this investigation: the Emotion Regulation Strategies for Artistic Creative Activities Scale (ERS-ACA). However, the absence of an Italian validation of the instrument limits the exploration of the dynamics of reciprocal influence between (dys)regulation of emotions and artistic creative activities, narrowing the field of knowledge in this area For this reason, our study aims to translate and adapt of the ERS-ACA in Italian language as examine its psychometric properties. We administered this translated version to a quite large sample of participants together with measures of emotion dysregulation and emotion regulation. Confirmatory factorial analysis supported the initial structure of the instrument and correlations with emotion (dys)regulation measures suggested its construct validity. The Italian version of the ERS-ACA appears to be a valid tool for the evaluation of the relationship between creativity and emotional regulation strategies in future research.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101838"},"PeriodicalIF":3.7,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829604","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 effects of different types of social exclusion on malevolent creativity: The role of self-construal

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-08 DOI: 10.1016/j.tsc.2025.101837

Junsheng Wu , Fengzheng Ma , Jiabin Liu , Lan Jiao

{"title":"The effects of different types of social exclusion on malevolent creativity: The role of self-construal","authors":"Junsheng Wu , Fengzheng Ma , Jiabin Liu , Lan Jiao","doi":"10.1016/j.tsc.2025.101837","DOIUrl":"10.1016/j.tsc.2025.101837","url":null,"abstract":"<div><div>Social exclusion is a frequent threatening context that can cause significant social pain to individuals and potentially induce malevolent creative behavior. To further clarify the effects of social exclusion on individuals' malevolent creativity, the present study conducted two experiments based on the temporal need-threat model and the motivated focus hypothesis. Experiments 1 and 2 examined the moderating role of trait and state self-construals (independent, interdependent) on the relationship between different types of social exclusion (being ignored, being rejected) and malevolent creativity, respectively. Results revealed that independent individuals demonstrated diminished originality but heightened malevolence after being ignored. Conversely, interdependent individuals demonstrated increased originality but diminished malevolence after rejection. These findings suggest that self-construal shapes individuals' responsiveness to social exclusion, with independent individuals displaying greater sensitivity to being ignored and interdependent individuals more sensitive to rejection. Furthermore, self-construal affects subsequent malevolent creative performance, with independent individuals being more malicious than interdependent individuals.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101837"},"PeriodicalIF":3.7,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143814852","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

Japanese school teachers’ beliefs about creativity

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-08 DOI: 10.1016/j.tsc.2025.101839

Kazuki Sawada , Chiaki Ishiguro , Tokunori Sato , Akihiro Sato

{"title":"Japanese school teachers’ beliefs about creativity","authors":"Kazuki Sawada , Chiaki Ishiguro , Tokunori Sato , Akihiro Sato","doi":"10.1016/j.tsc.2025.101839","DOIUrl":"10.1016/j.tsc.2025.101839","url":null,"abstract":"<div><div>Teachers’ beliefs about creativity can influence students’ creativity education. Since these beliefs themselves are largely influenced by sociocultural backgrounds, both international studies and country-specific data are needed to comprehensively understand them. This study conducted a cross-sectional survey (<em>N</em> = 517, <em>mean age</em> = 46.11 ± 12.14 <em>years</em>, 178 women and 339 men, <em>mean years of teaching experience</em> = 22.09 ± 12.60 <em>years</em>) and examined the characteristics of Japanese school teachers’ beliefs about creativity, such as implicit theories about creativity and creative self. In addition, we examined the relationships between these beliefs and perceived creativity, supportive behavior for students’ creativity development, and creative school climate to gain insight into the impact of these beliefs on creativity education. The results revealed that Japanese teachers tended to disbelieve creativity myths and had a creative self, compared to the general adult population. Japanese teachers’ creative self-efficacy for teaching was positively correlated with perception of students’ creativity, supportive behavior, and creative climate in schools. Additionally, the exploratory results indicated that elementary school teachers reported higher supportive behavior than middle and high school teachers. Our results suggest that teachers’ beliefs about creativity play an important role in creativity education in Japan. Additionally, this study makes practical suggestions to promising interventional studies for modifying teachers’ false beliefs about creativity and increasing creative self-efficacy by revealing the characteristics of Japanese teachers’ belief about creativity.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101839"},"PeriodicalIF":3.7,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859367","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