European Journal of Psychology of Education最新文献

Moving to a "flat with referee" in older age: an embodied and social transition.

IF 2.7 2区心理学

European Journal of Psychology of Education Pub Date : 2025-01-01 Epub Date: 2025-01-29 DOI: 10.1007/s10212-025-00941-x

Fabienne Gfeller, Tania Zittoun

{"title":"Moving to a \"flat with referee\" in older age: an embodied and social transition.","authors":"Fabienne Gfeller, Tania Zittoun","doi":"10.1007/s10212-025-00941-x","DOIUrl":"10.1007/s10212-025-00941-x","url":null,"abstract":"Moving in older age is a critical experience in the person's life trajectory as it may require an important reorganization of their relation to the social and material environment. In order to better understand this experience, we propose to address it drawing on the concepts of rupture and transition as developed in the frame of sociocultural lifecourse psychology. We complete this theoretical framework with the distinction between frame and space and with literature on bodies and embodiment. We present a case study conducted in a building of so-called flats with referee, a type of flats developed in the frame of a political reform addressing demographic ageing, in a Swiss canton. We focus in particular on interviews with inhabitants before and after they moved to these flats. In the analysis, we discuss two aspects of this rupture/transition which, we argue, play an important role in the persons' experiences: firstly, the embodied dimension of the experience of rupture, which is notably related to the experience of a new physical environment; secondly, the social relations in these buildings designed especially to favor relationships among neighbors. Through this analysis, we aim at contributing to the understanding of development in older age from a sociocultural psychological perspective and to the literature on ruptures and transitions as we highlight theoretical and methodological implications.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"40 1","pages":"43"},"PeriodicalIF":2.7,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11779767/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting children's numeracy competencies and families' HNE: Exploring the role of apps and digital parent information in STEM vs. Non-STEM families.

IF 2.7 2区心理学

European Journal of Psychology of Education Pub Date : 2025-01-01 Epub Date: 2025-03-21 DOI: 10.1007/s10212-025-00953-7

Anna Mues, Efsun Birtwistle, Astrid Wirth, Tina Schiele, Frank Niklas

{"title":"Supporting children's numeracy competencies and families' HNE: Exploring the role of apps and digital parent information in STEM vs. Non-STEM families.","authors":"Anna Mues, Efsun Birtwistle, Astrid Wirth, Tina Schiele, Frank Niklas","doi":"10.1007/s10212-025-00953-7","DOIUrl":"10.1007/s10212-025-00953-7","url":null,"abstract":"Early numeracy competencies are of great importance for children's competency development. Here, early digital intervention approaches offer the potential to support all children and their families. We investigated whether the provision of specific numeracy learning apps and parent information about children's numeracy development improves both, children's numeracy competencies and the quality of families' home numeracy environment (HNE) while considering the potential impact of parental (STEM) occupation. Children's numeracy competencies were measured twice in two cohorts (N 1 = 190 children; M 1age = 63.6 months; SD 1 = 4.4; N 2 = 310 children; M 2age = 59.4 months; SD 2 = 3.9) with a six-month interval between t1 and t2. Parents were surveyed about the family characteristics and the HNE. Families in the numeracy intervention group (N total = 151) received tablet computers with specific numeracy learning apps and parent information. No significant intervention effect on the quality of the HNE was found. However, children from intervention families showed significantly greater numeracy competency gains, even when considering child and family characteristics and independent of parental occupations. Consequently, high-quality learning apps can support the development of children's numeracy competencies already at preschool age. Further ideas on how to reach families and enhance the HNE are discussed.Supplementary information: The online version contains supplementary material available at 10.1007/s10212-025-00953-7.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"40 2","pages":"53"},"PeriodicalIF":2.7,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11928358/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Feeling well and doing well. The mediating role of school engagement in the relationship between student well-being and academic achievement.

IF 2.7 2区心理学

European Journal of Psychology of Education Pub Date : 2025-01-01 Epub Date: 2025-03-07 DOI: 10.1007/s10212-025-00947-5

Jakob Schnell, Katja Saxer, Julia Mori, Tina Hascher

{"title":"Feeling well and doing well. The mediating role of school engagement in the relationship between student well-being and academic achievement.","authors":"Jakob Schnell, Katja Saxer, Julia Mori, Tina Hascher","doi":"10.1007/s10212-025-00947-5","DOIUrl":"10.1007/s10212-025-00947-5","url":null,"abstract":"Students' well-being has become an important part of education policy in many countries. Research shows that well-being contributes to students' engagement in school, thereby supporting academic achievement. However, prior research has often neglected the interplay and multidimensionality of the constructs. The present study applied a six-dimensional student well-being model and a three-component school engagement model to untangle the differential associations of positive and negative well-being dimensions with the components of school engagement and academic achievement. Longitudinal mediation analyses using a sample of N = 754 Swiss secondary school students and two measurement points (Grade 7 and Grade 8) revealed differential associations of well-being dimensions with engagement components, but no direct effects on academic achievement. Enjoyment in school, as a dimension of student well-being, had an indirect effect on academic achievement, mediated through behavioral engagement. The results imply that fostering students' enjoyment in school may be a promising strategy to enhance their behavioral engagement and, in turn, promote their academic achievement.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"40 1","pages":"48"},"PeriodicalIF":2.7,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11889011/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143587620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Giving voice to educators: Primary school teachers explain how they promote values to their pupils 让教育者发声：小学教师介绍如何向学生宣传价值观

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-09-10 DOI: 10.1007/s10212-024-00885-8

Anna K. Döring, Emma Jones, Thomas P. Oeschger, Elena Makarova

{"title":"Giving voice to educators: Primary school teachers explain how they promote values to their pupils","authors":"Anna K. Döring, Emma Jones, Thomas P. Oeschger, Elena Makarova","doi":"10.1007/s10212-024-00885-8","DOIUrl":"https://doi.org/10.1007/s10212-024-00885-8","url":null,"abstract":"Values are the trans-situational goals guiding human attitudes and behavior (Schwartz, 1992). As early socialization agents, teachers have a responsibility to promote democratic values of citizenship to create an inclusive, fair, and sustainable society, necessary for individual and collective well-being (OECD, 2019). By facilitating social and cognitive development through social interactions, the school setting helps spark curiosity, leading to reflection and adaptation. Across the curriculum, teachers use strategies like imitation, modelling, priming, and discussion to help children make sense of the world (Makarova et al., 2024; Oeschger et al., 2022). Yet little empirical evidence exists to support how teachers achieve this. The present study gives voice to educators through the personal experiences of ten UK primary school teachers. Semi-structured interviews were conducted, lasting between 50 and 90 min. Data was analyzed in two stages: First, a deductive structuring content analysis identified how values of self-transcendence versus self-enhancement and openness to change versus conservation, as defined in Schwartz’s (1992) model, were reflected in the interview data. Second, an inductive thematic analysis yielded the following themes: mechanisms of value transmission; implicit vs explicit instruction of values; values that are most difficult to teach; value transmission through taught lessons; the role of collective worship and cultural days; opportunities for value transmission in the wider school environment; and the role that a school culture and ethos play in the transmission of values. This study supports the view that values are promoted through a variety of methods and across all areas of the school environment.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"67 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142196818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing gestures in the infant classroom: from showing and giving to pointing 在幼儿课堂上发展手势：从展示和给予到指点

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-08-22 DOI: 10.1007/s10212-024-00895-6

Irene Guevara, Cintia Rodríguez, María Núñez

{"title":"Developing gestures in the infant classroom: from showing and giving to pointing","authors":"Irene Guevara, Cintia Rodríguez, María Núñez","doi":"10.1007/s10212-024-00895-6","DOIUrl":"https://doi.org/10.1007/s10212-024-00895-6","url":null,"abstract":"Research on gesture development has mostly focused on home environments. Little is known about early communicative development in other relevant contexts, such as early-year-schools. These settings, rich in diverse educative situations, objects, and communicative partners, provide a contrast to parent–child interactions, complementing our understanding of gesture development. This study aims to describe the development of the first gestures in the infant classrooms of early-years-schools, focusing on ostensive gestures of showing and giving—their emergence, communicative functions, and relation to the subsequent emergence of pointing. We conducted a longitudinal, observational investigation analyzing the gestures of 21 children (7–13 months). Over 7 months, we observed and registered children’s daily interactions in the classroom, employing a mixed quantitative and qualitative approach to analyze the types and functions of their gestures. We found a significant increase and diversification of gesture types and functions with age. Gestures followed a proximal–distal developmental course. Ostensive gestures were the earliest and most prevalent gestures observed. There was a correlation between the frequency of these gestures, with ostensive gestures fulfilling communicative functions later observed in pointing. Our qualitative analysis revealed the progressive construction of ostensive gestures into spontaneous, complex, and conventional forms of communication. These results highlight the important role of ostensive gestures in early communicative development, paving the way for distal communication through pointing and relating to the origin of intentional communication. More broadly, these findings have significant implications for early educational practices and show the value of conducting research on developmental processes in early education.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"1087 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142196819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The authenticity dilemma: towards a theory on the conditions and effects of authentic learning 真实性困境：关于真实性学习的条件和效果的理论研究

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-08-07 DOI: 10.1007/s10212-024-00892-9

Valentina Nachtigall, David Williamson Shaffer, Nikol Rummel

{"title":"The authenticity dilemma: towards a theory on the conditions and effects of authentic learning","authors":"Valentina Nachtigall, David Williamson Shaffer, Nikol Rummel","doi":"10.1007/s10212-024-00892-9","DOIUrl":"https://doi.org/10.1007/s10212-024-00892-9","url":null,"abstract":"A highly authentic learning setting is likely to trigger positive motivational and emotional reactions due to its emphasis on promoting the acquisition of knowledge that is connected and transferable to real-world phenomena outside the learning environment. However, a high level of authenticity is usually accompanied by a high level of complexity due to the complexity inherent in the real world. This complexity can be overwhelming for learners and can hamper or even prevent cognitive learning outcomes. Consequently, to help learners cope with this complexity, they need some kind of instructional support. By building a high level of support into the learning setting in order to promote cognitive learning outcomes, the level of authenticity and thereby the effects of authenticity on motivational outcomes may, however, in turn be reduced. In the present conceptual paper, we refer to this tension between authenticity and complexity, on the one hand, and instructional support, on the other hand, as the “authenticity dilemma”. Based on existing empirical evidence from previous studies, we (1) outline this dilemma, (2) discuss ways to reconceptualize it, and (3) derive implications regarding the conditions and effects of authentic learning. Finally, we discuss the findings of the studies included in the special issue “Perspectives on Authentic Learning” through the lens of the authenticity dilemma.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"22 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141932252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Peers and value preferences among adolescents in school classes: a social network and longitudinal approach 学校班级中青少年的同伴和价值偏好：社会网络和纵向方法

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-08-05 DOI: 10.1007/s10212-024-00878-7

Jan Cieciuch, Maria Kwiatkowska, Martin Kindschi, Eldad Davidov, René Algesheimer

{"title":"Peers and value preferences among adolescents in school classes: a social network and longitudinal approach","authors":"Jan Cieciuch, Maria Kwiatkowska, Martin Kindschi, Eldad Davidov, René Algesheimer","doi":"10.1007/s10212-024-00878-7","DOIUrl":"https://doi.org/10.1007/s10212-024-00878-7","url":null,"abstract":"The aim of our study was twofold: (1) to explore the role of value preferences on peer relations in school classes (selection effect) and (2) to explore the role of peers’ values on adolescents’ values (influence or socialization effect) in three types of networks (friendship, advice, and trust). To answer these questions, we used a longitudinal social network approach in a study of N = 903 adolescents (57% girls) from 34 secondary school classes in Poland. Pupils began participating in the study when they joined their secondary school and were followed over two and a half years. Panel data were collected at six measurement time points during this period. Values were conceptualized according to the values theory proposed by Schwartz and measured by the Portrait Value Questionnaire. The collection of network data followed a roster design. Pupils were asked to evaluate the strength of their friendships, as well as the frequency with which they approached peers to ask for advice about school or homework or to talk about things that are important to them in the last 2 weeks. We found empirical support for both selection and socialization effects, especially for protection values (Conservation and Self-enhancement). The selection effect was most evident in advice and trust networks and the socialization effect was particularly prevalent in friendship and trust networks.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"192 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141932176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The ups and downs of online intergroup contact interventions: popular narratives and secondary transfer effect 在线群体间接触干预的起伏：流行叙事和二次转移效应

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-08-02 DOI: 10.1007/s10212-024-00887-6

Simona Oľhová, Monika Brachtlová, Marek Urban

{"title":"The ups and downs of online intergroup contact interventions: popular narratives and secondary transfer effect","authors":"Simona Oľhová, Monika Brachtlová, Marek Urban","doi":"10.1007/s10212-024-00887-6","DOIUrl":"https://doi.org/10.1007/s10212-024-00887-6","url":null,"abstract":"Narrative texts may represent a specific form of indirect contact, i.e., vicarious contact between the members of different groups. The present study introduces an online reading intervention promoting intergroup trust between children from the majority Czech population and the Vietnamese minority, reducing their perceived social distance and intergroup anxiety, as well as improving their behavioral intentions towards the minority. Forty-three primary school children were either part of a control group or participated in an online study, where stories about intergroup relations were read in three individual sessions. Selected stories represented the daily experiences of a same-aged boy from a Vietnamese minority. The control group only filled in the pre- and post-test questionnaires. The intervention group exhibited improvements in positive attitudes and reduction of negative attitudes with strong effect size. The subsequent goal of the study was to test whether secondary transfer would be manifested towards eight other minorities living in the country, i.e., whether the shift in attitudes would also generalize to minorities about whom the stories were not read. The manifested transfer varied from weak to very strong. The most profound change was exhibited in explicit attitudes towards Muslim and Roma, followed by the Ukrainian minority and homosexuals. The online reading intervention is therefore a promising tool for prejudice reduction in primary school children.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"33 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141887316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The values of schools: an analysis of vision statements 学校的价值观：对愿景声明的分析

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-31 DOI: 10.1007/s10212-024-00886-7

Ella Daniel, Sharon Arieli, Liat Akerman

{"title":"The values of schools: an analysis of vision statements","authors":"Ella Daniel, Sharon Arieli, Liat Akerman","doi":"10.1007/s10212-024-00886-7","DOIUrl":"https://doi.org/10.1007/s10212-024-00886-7","url":null,"abstract":"School vision statements articulate an aspired future state for the school, highlighting its ideals, purpose, and unique aspects to direct behavior and promote motivation and commitment among stakeholders. This paper investigates vision statements of schools as artifacts expressing the values emphasized by schools, drawing on organizational literature that shows the role of central organizational artifacts in conveying the values important to the organization. Using a comprehensive sample of elementary schools across all districts in Israel (N = 99), we built on Schwartz’s values theory to identify values and analyze expressed values. We employed a mixed methods approach, combining qualitative and quantitative methods to analyze these values. First, we analyzed the content of vision statements to investigate how values were manifested. Then, we investigated the values hierarchy reflected in the vision statements, and compared sectors to identify the impact of the broader social context. Our analysis revealed variation in values expression: as expected, self-direction and benevolence emerged as the most prevalent values in school vision statements; power and hedonism were less salient. Comparison of vision statements from public and public-religious schools, as well as across schools with varying socioeconomic status (SES), revealed differences in universalism values. Public schools and those with higher SES placed greater importance on universalism values compared to public-religious schools. Additionally, tradition values were less prominent in public schools but were the second most significant values in public-religious schools. We discuss the results within the framework of values theory and educational policy.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"9 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141870932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How to improve argumentative syntheses written by undergraduates using guides and instructional rubrics 如何利用指南和教学评分标准改进本科生撰写的议论性综合文章

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-29 DOI: 10.1007/s10212-024-00890-x

Isabel Cuevas, Mar Mateos, Lidia Casado-Ledesma, Ricardo Olmos, Miriam Granado-Peinado, María Luna, Juan Antonio Núñez, Elena Martín

{"title":"How to improve argumentative syntheses written by undergraduates using guides and instructional rubrics","authors":"Isabel Cuevas, Mar Mateos, Lidia Casado-Ledesma, Ricardo Olmos, Miriam Granado-Peinado, María Luna, Juan Antonio Núñez, Elena Martín","doi":"10.1007/s10212-024-00890-x","DOIUrl":"https://doi.org/10.1007/s10212-024-00890-x","url":null,"abstract":"Undergraduates often struggle writing argumentative syntheses from conflicting sources. Written guides can help in the different phases of the process involved in these tasks and are more effective when accompanied by explicit instruction. Nevertheless, there are few studies on instructional rubrics as an aid to argumentative writing and none are focused on synthesis tasks. Our objectives were to compare (1) the effectiveness of a guide and a rubric as aids to the processes of selection and integration in writing an argumentative synthesis; (2) whether explicit instruction in synthesis writing strategies enhances the effects of both aids and (3) the effectiveness of the aids offered during the practice sessions performed with the support of aids and after removing those aids. The study was conducted with 120 undergraduate psychology students. An experimental inter/intra-subject factorial design 2 (Instruction) x 2 (Type of aid) x 4 (Time) was employed. We used mixed linear models to assess the intervention effects. The guide facilitated the selection of arguments. Both guide and rubric promoted integration. When students also received explicit instruction, the learning rate of integration strategies was accelerated, and the impact of guide and rubric was greater.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"260 24 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141870929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0