Journal of Adolescent Research最新文献_第8页

Digital Media as Sites for Cultural Identity Development: The Case of Hmong American Emerging Adults 数字媒体作为文化身份发展的场所——以苗族美国新兴成年人为例

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-08-23 DOI: 10.1177/07435584221116312

Jessica McKenzie

{"title":"Digital Media as Sites for Cultural Identity Development: The Case of Hmong American Emerging Adults","authors":"Jessica McKenzie","doi":"10.1177/07435584221116312","DOIUrl":"https://doi.org/10.1177/07435584221116312","url":null,"abstract":"Although academic and popular interest in how digital media affect youth has exploded in recent years, research rarely addresses the roles of culture and cultural identity in youth digital media use. Especially conspicuous is the inattention to Asian Americans—the fastest growing racial or ethnic group in the United States. This study explores how 17 Hmong American emerging adults’ ( Mage = 21.94 years) digital media use shapes, and is shaped by, their cultural identity development. To construct a nuanced portrait, this study draws from multiple data sources: (a) participant framings of their digital media use in relation to their cultural identity during in-depth interviews, (b) the type of cultural content that a selection of participants posted on their social media profiles, and (c) participants’ ethnic identity scores (included to contextualize qualitative results). Inductive thematic analysis revealed that participants use digital media to explore and express their cultural identities, and to escape and reshape Hmong values. Results further revealed that participants’ digital media use elicits awareness of—and for some, assists in reconciling—tensions between Hmong and American values. Altogether, findings highlight the complex role of digital media in the cultural identity development of Hmong American youth.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48441958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 2

Age, Autonomy, and Authority of Knowledge: Discursive Constructions of Youth Decision-Making Capacity and Parental Support in Transgender Minors’ Accounts of Healthcare Access 年龄、自主与知识权威:跨性别未成年人医疗保健获取账户中青少年决策能力与父母支持的话语建构

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-08-11 DOI: 10.1177/07435584221115351

Alic G. Shook, D. Tordoff, April Clark, Robin Hardwick, Will St. Pierre Nelson, I. Kantrowitz-Gordon

{"title":"Age, Autonomy, and Authority of Knowledge: Discursive Constructions of Youth Decision-Making Capacity and Parental Support in Transgender Minors’ Accounts of Healthcare Access","authors":"Alic G. Shook, D. Tordoff, April Clark, Robin Hardwick, Will St. Pierre Nelson, I. Kantrowitz-Gordon","doi":"10.1177/07435584221115351","DOIUrl":"https://doi.org/10.1177/07435584221115351","url":null,"abstract":"While access to care is known to improve health outcomes for transgender youth, these youth often face challenges in accessing care related to decision-making capacity and the legal limitations regarding age of consent. In this study, we utilize discourse analytic methods to identify how notions of age, autonomy, and authority of knowledge influence transgender youths’ ability to make agentic decisions about their bodies and health, and better understand the power dynamics present in youths’ relations with parents and providers. We conducted 11 one-on-one interviews with transgender youth between the ages of 13 to 17 and one focus group with high school-age trans youth ( n = 8) in the Seattle-Tacoma area of Washington state. We identified two sets of discourses: (1) discourses of autonomy, which included self-determination, confidentiality, and authority of knowledge and (2) discourses of support, which included role ambiguity, trust/mistrust, and good and bad parents. Findings from this study highlight power dynamics present in trans youths’ relations with parents and providers.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45665653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 4

“My Story Started When I was Younger. . .”: A Qualitative Analysis of Youth’s Differential Journeys Away From School “我的故事始于我年轻的时候……”：对青少年不同离校旅程的定性分析

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-08-04 DOI: 10.1177/07435584221115893

Jessica B. Koslouski, Anna Skubel, J. Zaff, Michelle V. Porche

{"title":"“My Story Started When I was Younger. . .”: A Qualitative Analysis of Youth’s Differential Journeys Away From School","authors":"Jessica B. Koslouski, Anna Skubel, J. Zaff, Michelle V. Porche","doi":"10.1177/07435584221115893","DOIUrl":"https://doi.org/10.1177/07435584221115893","url":null,"abstract":"Adverse childhood experiences (ACEs) increase youths’ risk for leaving high school before graduating. However, to our knowledge, no one has examined how youth themselves conceptualize the role of ACEs in their journeys away from school. In this exploratory qualitative study, we used narrative analysis to examine (1) whether youth (n = 27) described ACEs leading them away from school, (2) how early these trajectories began, from youth’s own perspectives, and (3) if this varied by elements of identity and social position. Focus groups were conducted with youth ages 18-25 from 13 communities across the U.S. We found that youth described their journeys away from school as starting with early ACEs. We also found that youths’ narratives reflected intersectional gender differences in the pathways away from school that youth described. Girls articulated how ACEs influenced subsequent non-academic priorities; they eventually left or were kicked out due to a lack of credits. Boys expressed that early ACEs were followed by risk behaviors, punishment, and dropout. Implications for healing-centered engagement across settings and targeted dropout prevention are discussed.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47548906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Perceptions of School Life and Academic Success of Adolescents With Asthma 哮喘青少年对学校生活和学业成绩的认知

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-07-15 DOI: 10.1177/07435584221110632

Tali Schneider, Jennifer R. Wolgemuth, Kathy L. Bradley-Klug, C. Bryant, J. Ferron

{"title":"Perceptions of School Life and Academic Success of Adolescents With Asthma","authors":"Tali Schneider, Jennifer R. Wolgemuth, Kathy L. Bradley-Klug, C. Bryant, J. Ferron","doi":"10.1177/07435584221110632","DOIUrl":"https://doi.org/10.1177/07435584221110632","url":null,"abstract":"Adolescents spend approximately one-third of their day at school. With the growing prevalence of adolescent asthma, 1 in every 10 adolescents copes with asthma throughout the day, including in the school environment. Yet, little is known about the school experiences of adolescent students with asthma. Guided by the social-ecological model, this study aimed to explore the links between asthma and school experiences in middle and high school as perceived by students with asthma. In-depth interviews were conducted with 20 adolescents with asthma aged 12 to 17 who attended middle or high school around the mid-west area of Florida. Students shared insights on their school experiences and academic performance. Data were analyzed and interpreted using thematic analysis. Four overarching and intertwined themes shaped the school experiences of students with asthma: 1. Asthma control and management; 2. Social support; 3. Asthma knowledge and awareness; and 4. Accommodation of health and academic needs. Study findings suggest addressing the school disparities of adolescent students with asthma through a comprehensive, multi-level approach. Schools should create asthma education opportunities, improve the school system and environmental accommodations, enhance asthma control, and increase continuous social support by peers and school personnel.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42619131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 1

Loneliness From the Adolescent Perspective: A Qualitative Analysis of Conversations About Loneliness Between Adolescents and Childline Counselors 青少年视角下的孤独感：青少年与儿童心理咨询师关于孤独感对话的定性分析

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-07-11 DOI: 10.1177/07435584221111121

L. Verity, Keming Yang, R. Nowland, A. Shankar, Michelle Turnbull, P. Qualter

{"title":"Loneliness From the Adolescent Perspective: A Qualitative Analysis of Conversations About Loneliness Between Adolescents and Childline Counselors","authors":"L. Verity, Keming Yang, R. Nowland, A. Shankar, Michelle Turnbull, P. Qualter","doi":"10.1177/07435584221111121","DOIUrl":"https://doi.org/10.1177/07435584221111121","url":null,"abstract":"There is limited qualitative research on the experience of loneliness in adolescence, meaning key facets of the loneliness experience that are important in adolescence may have been overlooked. The current study addresses that gap in the literature and explores how loneliness is experienced in the context of adolescence from the perspective of adolescents. About 67 online counseling conversations between Childline counselors and adolescents (ages 12–18 years; 70% females) who had contacted Childline to talk about loneliness were analyzed using Thematic Framework Analysis to establish commonalities and salient issues involved in adolescent experiences of loneliness. Young people considered loneliness to be an intense experience that negatively impacted their daily lives. Experiences of loneliness revolved around difficulties with peer relationships, but turmoil at home worsened those experiences. Young people often employed short-term coping strategies that distracted them from loneliness. Issues with trusting others and self-worth acted as barriers to seeking long-term help. Recommendations include (1) the training of teachers and parents to recognize and support young people experiencing loneliness and (2) further research to establish the coping strategies that are used by adolescents who successfully overcome loneliness.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41655178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 14

Engaging Historically Marginalized Youth in Participatory Research: A Practical Guide to Promote Cultural Specificity in Measurement Validation 参与研究的历史边缘化青年:促进测量验证的文化特异性的实用指南

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-07-07 DOI: 10.1177/07435584221097137

Shereen El Mallah

{"title":"Engaging Historically Marginalized Youth in Participatory Research: A Practical Guide to Promote Cultural Specificity in Measurement Validation","authors":"Shereen El Mallah","doi":"10.1177/07435584221097137","DOIUrl":"https://doi.org/10.1177/07435584221097137","url":null,"abstract":"Racially and ethnically diverse populations from minoritized backgrounds are often exposed to research methodologies that amplify structural racism and negate their sociocultural reality. Although cross-cultural validation of measures is considered a requisite step to multigroup comparisons, researchers apply measures validated and standardized in the dominant White culture to under-researched populations (without assessing measurement equivalence first). Seeking to align with calls for more culturally sensitive measures, an argument is made to leverage youth participatory approaches in the cross-cultural validation of study instruments. Using an illustrative case study, this paper describes how 16 youth researchers (predominantly Hispanic) partnered with an academic team to examine the validity of the Prosocial Behavior Scale. A new tool, the Key Informant Validity Index, is introduced to determine if items maintain adequate levels of content validity when applied to populations that differ from the original norming and validation study samples. Youth researchers rated items on relevance, clarity and coverage, and use a guided protocol to conduct cognitive interviews with 32 youth participants. Recognizing the inherent challenges of reducing hierarchal power dynamics within youth-adult relationships and/or alleviating insider/outsider tensions across lines of cultural difference, an intentional focus is placed on naming key strategies that facilitated the collaboration process.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44137471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Positive School Climate and Emotional Engagement: A Mixed Methods Study of Chinese Students as Ethnocultural Minorities in Malaysian Secondary Schools 积极的学校氛围与情感参与：马来西亚中学少数民族中国学生的混合方法研究

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-07-03 DOI: 10.1177/07435584221107431

S. Krauss, Emily J. Y. Wong, S. Zeldin, Mageswari Kunasegaran, Janice Nga Lay Hui, Aini Marina Ma'arof, Wendy Yee Mei Tien, I. A. Ismail

{"title":"Positive School Climate and Emotional Engagement: A Mixed Methods Study of Chinese Students as Ethnocultural Minorities in Malaysian Secondary Schools","authors":"S. Krauss, Emily J. Y. Wong, S. Zeldin, Mageswari Kunasegaran, Janice Nga Lay Hui, Aini Marina Ma'arof, Wendy Yee Mei Tien, I. A. Ismail","doi":"10.1177/07435584221107431","DOIUrl":"https://doi.org/10.1177/07435584221107431","url":null,"abstract":"Past research on ethnocultural minority students indicates that persistent inequities require greater attention to the multiple learning supports needed to enhance school success. The present study was designed to extend research in this area by exploring school climate and emotional engagement among minority ethnocultural Chinese students in Malaysian secondary schools. We employed quantitative surveys with 724 students ( Mage = 16.1 years; 47.9% female), followed by qualitative interviews with a subset of 25 students ( Mage = 16.1 years; 52% female). Path analysis indicated that feelings of safety, socio-emotional support from teachers and peers, and student voice were predictors of emotional engagement for Chinese students, which further predicted cognitive engagement, academic performance, and school behavior. Thematic analysis further revealed that language and communication barriers and bullying negatively impacted students’ sense of safety and engagement. Caring, respectful relationships with teachers led to students having opportunities to direct their own learning and make decisions on schoolwide activities, promoting students’ feelings of engagement. Support from peers increased students’ emotional engagement by reducing school-related stressors. The findings suggest that a mutually respectful, caring school climate and opportunities for student voice can enhance critical school experiences for ethnocultural minority high school students.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49617873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 1

Motivating Positive Youth Outcomes Through Proximal, Relevant, and Attainable Inspirational Figures 通过近距离、相关和可获得的启发性人物激励青年取得积极成果

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-06-22 DOI: 10.1177/07435584221100813

J. Quinn, E. D. Roberts, Wei-lin Chen, R. Doubledee, Jennifer Brown Urban, M. Linver

{"title":"Motivating Positive Youth Outcomes Through Proximal, Relevant, and Attainable Inspirational Figures","authors":"J. Quinn, E. D. Roberts, Wei-lin Chen, R. Doubledee, Jennifer Brown Urban, M. Linver","doi":"10.1177/07435584221100813","DOIUrl":"https://doi.org/10.1177/07435584221100813","url":null,"abstract":"This paper focuses on data from a study of middle- to upper-middle class Scottish S2 (~seventh grade) students who participated in Inspiring Purpose, a school-based character development program, during the 2016 to 2017 school year. Directed by their teachers, participating youth reflected on values and future aspirations and researched and wrote about an inspiring person. We examine the hypotheses that youth who select a more proximal inspiring figure and/or make a personal connection with that person will demonstrate higher developmental outcomes in the areas of confidence, contribution, self-reflection, goal development, and self-concept. We connected 230 student posters of inspirational figures, 34 youth interviews, and 462 student surveys. Mixed-method analysis revealed students were more likely to describe proximal figures as inspiring and make explicit personal connections over the course of their engagement with the Inspiring Purpose program. Moreover, youth who made personal connections were more likely to score higher on confidence, general self-concept, and contribution. These results suggest that when youth see themselves in inspiring figures and firmly articulate this connection, this can spur beneficial developmental outcomes.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45101523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

A Critical Race Theory of Psychology as Praxis: Proposing and Utilizing Principles of PsyCrit 心理学作为实践的批判种族理论:心理学原理的提出与运用

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-06-21 DOI: 10.1177/07435584221101930

Adrianna E. Crossing, Divya Gumudavelly, N. Watkins, Caroline Logue, R. Anderson

{"title":"A Critical Race Theory of Psychology as Praxis: Proposing and Utilizing Principles of PsyCrit","authors":"Adrianna E. Crossing, Divya Gumudavelly, N. Watkins, Caroline Logue, R. Anderson","doi":"10.1177/07435584221101930","DOIUrl":"https://doi.org/10.1177/07435584221101930","url":null,"abstract":"Historically, psychological science has contributed to maintaining the hegemony of white normativity and a fallacious belief in objective science that speaks to one singular truth about race. Due to a widespread unfamiliarity with critical theories and research methods in the field, novel approaches to psychological scientific inquiry are warranted to support scholars in pursuing racially-just empirical inquiries with socially-just implications. This manuscript aims to (1) introduce an evolution from critical race theory in psychology to a set of principles to guide research praxis: PsyCrit and (2) demonstrate its utility through use in an exemplar qualitative study. Qualitative coding analysis of semi-structured interviews with four Black mothers and one Black father ( n = 5) participating in the Engaging, Managing, and Bonding through Race intervention was conducted to model the use of PsyCrit in practice and deepen our understanding of parent factors in Black families. This manuscript unpacks four aspects of the exemplar study utilizing four of the seven tenets of PsyCrit. The depth of analysis provided by the framework suggests that these principles may serve in guiding psychological researchers toward more nuanced investigations, especially as they relate to issues of race or racism.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46737420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

“There wasn’t any build up to it, it was just like, now you have to go over.” Disengagement during the Child to Adult Community Mental Health Service Transition “没有任何积累，就像，现在你必须过去。”儿童到成人社区心理健康服务过渡期间的脱离

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-06-17 DOI: 10.1177/07435584221102914

D. Cohen, Tatiana Londoño, Vanessa V. Klodnick, Kaleigh R. Emerson, Laura Stevens

{"title":"“There wasn’t any build up to it, it was just like, now you have to go over.” Disengagement during the Child to Adult Community Mental Health Service Transition","authors":"D. Cohen, Tatiana Londoño, Vanessa V. Klodnick, Kaleigh R. Emerson, Laura Stevens","doi":"10.1177/07435584221102914","DOIUrl":"https://doi.org/10.1177/07435584221102914","url":null,"abstract":"This study explored the personal, real-time experience of accessing adult mental health services after aging out of child mental health services. Mean age of the 19 participants at enrollment was 18. Eleven identified as women, five as men, and two as gender non-conforming. Over half of the sample identified as Hispanic or Latinx. This study employed a longitudinal, qualitative design with three interviews over 12-months (e.g., baseline, 6-months, 12-months), and monthly check-ins to prevent study attrition. Interviews explored previous and current mental health service experiences; the transition experience from child-to-adult services, and perceived service barriers and facilitators. Research team members used thematic coding to code each interview individually, focusing on identifying the disengagement timeline, experience, and related factors. Universally, participants saw a benefit in continuing mental health services, but almost all disengaged due to difficulty in navigating care and getting their needs met during the transition from child to adult services. This study provides a young adult perspective on the real gap between child and adult services within one community mental health agency. Improved transition practices and tailoring services to young adult development may prevent mental health disengagement during the transition from child to adult service systems.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47291782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 1