Evaluation and Program Planning最新文献

{"title":"Exploring the hierarchical framework of the Kirkpatrick model in training evaluation from a developing country","authors":"Md. Faisal-E-Alam ,&nbsp;Abu Reza Md. Towfiqul Islam","doi":"10.1016/j.evalprogplan.2025.102696","DOIUrl":"10.1016/j.evalprogplan.2025.102696","url":null,"abstract":"<div><div>Training evaluation plays a vital role in determining the effectiveness of programs to enhance employee performance and achieve organizational goals. The Kirkpatrick Model, widely used across industries, offers a structured framework for evaluating training outcomes through its four levels: Reaction, Learning, Behavior, and Results. However, there is a significant lack of empirical validation of this model in developing economies, especially in the banking sector of Bangladesh. Furthermore, the existing literature often lacks evidence of causal relationships between the levels of the Kirkpatrick model. This study aims to examine the hierarchical relationships within the Kirkpatrick Model of training evaluation in the context of private commercial banks (PCBs) in Bangladesh. Using a quantitative research design and stratified random sampling, we tested three hypotheses concerning the interconnections between the four levels of the model. Data was collected through a questionnaire assessing trainee reactions, learning outcomes, behavioral changes, and results. The collected data was analyzed using Partial Least Squares (PLS)-based Structural Equation Modeling (SEM). The findings reveal that positive trainee reactions significantly influence learning outcomes, leading to behavioral changes in the workplace. These behavior changes ultimately lead to improved individual and organizational performance. The study highlights the importance of a hierarchical approach in training evaluation and validates the applicability of the Kirkpatrick Model in the banking sector. Overall, the findings provide both theoretical and practical implications, reinforcing the hierarchical relationships in the Kirkpatrick Training Evaluation Model and ensuring training effectiveness.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"113 ","pages":"Article 102696"},"PeriodicalIF":2.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144911765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analysis of the degree of implementation of the HEALTHQUAL program","authors":"Joseph Adrien Emmanuel Demes ,&nbsp;Lambert Farand ,&nbsp;Marie-Pascale Pomey ,&nbsp;François Champagne","doi":"10.1016/j.evalprogplan.2025.102699","DOIUrl":"10.1016/j.evalprogplan.2025.102699","url":null,"abstract":"<div><h3>Introduction</h3><div>In evaluations of quality improvement programs, there is often a tendency to focus directly on outcomes or effects without first examining whether the program was fully implemented, only partially executed, or not implemented at all. In many cases, evaluators conclude that the program had little or no effect. However, it is difficult, if not impossible, to achieve meaningful results when the degree of implementation is low or nonexistent. This underscores the importance of assessing the degree of implementation as a prerequisite for explaining outcome gaps, analyzing the implementation process, and understanding the interaction between implementation level, context, and results. Generally, the higher the level of implementation, the more significant the potential outcomes.</div><div>Nevertheless, evaluating the degree of implementation remains a methodological challenge. The objective of this article is to rigorously assess the level of operationalization or implementation of a national quality improvement initiative, the HEALTHQUAL-Haiti program.</div><div>The HEALTHQUAL-Haiti program focuses on quality measurement, quality improvement activities, and the development of quality infrastructure, with the goal of enhancing patient and client satisfaction, strengthening health system performance, and improving the overall quality of care.</div></div><div><h3>Methodology</h3><div>We developed the logic model for the HEALTHQUAL-Haiti program. Building on this model, we selected twelve key dimensions or components for qualitative assessment of the program’s degree of implementation. These dimensions include: identification and measurement of patient needs and expectations; patient involvement; creation of partnerships; multidisciplinary teams/quality committees; use of scientific methods; process management; fact-based management; coaching and mentoring; staff involvement; leadership involvement; development and implementation of the quality plan; and quality program evaluation. Using explicit criteria, these components served as the basis to judge the level of implementation of the HEALTHQUAL program.</div></div><div><h3>Results</h3><div>The degree of implementation of the HEALTHQUAL program varies across health facilities: Some demonstrate a low level of implementation, while others have achieved a medium level. No health facility reached a high degree of implementation.</div></div><div><h3>Conclusion</h3><div>It is important to consider these findings when planning and implementing the HEALTHQUAL program. Identifying and addressing strategies to improve the degree of implementation, particularly by targeting the underlying factors that influence it, is essential. Further research is needed to better understand and clearly define both the degree of implementation and the factors that influence it.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"113 ","pages":"Article 102699"},"PeriodicalIF":2.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144922477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing and validating a rubric-based approach to quality assurance in Turkish higher education","authors":"Buket Akkoyunlu ,&nbsp;Salih Bardakcı ,&nbsp;Sibel Aksu Yıldırım ,&nbsp;M. Dilek Avşaroğlu ,&nbsp;Gonca Uludağ ,&nbsp;Ayhan Koçer ,&nbsp;Muzaffer Elmas","doi":"10.1016/j.evalprogplan.2025.102673","DOIUrl":"10.1016/j.evalprogplan.2025.102673","url":null,"abstract":"<div><div>This study, initiated by the Turkish Higher Education Quality Council (THEQC), develops and validates a rubric-based approach for evaluating institutional quality assurance (QA) processes within the Turkish higher education ecosystem. Effective quality assurance (QA) in higher education requires evaluation tools that are methodologically robust, responsive to institutional needs, and aligned with international benchmarks. A rubric-based approach offers a structured and transparent framework for consistent assessments. The rubric was created through an iterative, evidence-based process incorporating expert feedback, international benchmarks, site visits, and prior research. It consists of 22 main criteria across four key domains—Leadership, Governance and Quality; Learning and Teaching; Research and Development; and Service to Society—subdivided into 46 sub-criteria, each assessed on a five-point maturity scale. The validity and reliability of the rubric were rigorously examined. Content validity was established through evaluations by 10 QA professionals, addressing four key dimensions: relevance, alignment with the intended domain, appropriateness for the target audience, and clarity of language. Construct and criterion validity were assessed through consistency checks and usability analyses, with data collected from 252 external evaluators across 57 higher education institutions. Additionally, 360-degree feedback was gathered from both external evaluation teams and the institutions involved in the evaluation process.</div></div><div><h3>Results</h3><div>demonstrate strong content validity (Lawshe coefficient = 1.00, p &lt; .05), high interrater consistency, and strong usability across various evaluator groups. Further evaluation confirmed the rubric’s applicability and robustness across diverse institutional contexts. This study concludes that the developed rubric is a reliable and valid tool for enhancing and evaluating quality assurance practices in higher education.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"113 ","pages":"Article 102673"},"PeriodicalIF":2.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144827904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of an SMS-based alcohol intervention program for same sex attracted women using an intervention mapping framework","authors":"Rachel Bush ,&nbsp;Petra K. Staiger ,&nbsp;Ilona M. McNeill ,&nbsp;Rhonda Brown ,&nbsp;Dan Lubman ,&nbsp;Ruth McNair","doi":"10.1016/j.evalprogplan.2025.102690","DOIUrl":"10.1016/j.evalprogplan.2025.102690","url":null,"abstract":"<div><h3>Background</h3><div>Studies indicate that same-sex attracted women (SSAW) who engage in problem drinking often do not seek support. This is at least partially due to a lack of SSAW-tailored alcohol programs. This paper describes the co-development of a short message service (SMS) alcohol program culturally tailored for SSAW.</div></div><div><h3>Method</h3><div>We applied the systematic stages of the Intervention Mapping framework to guide development, and used a combination of literature reviews and focus group discussions.</div></div><div><h3>Results</h3><div>The initial needs assessment identified three change objectives: 1) reduce alcohol consumption, 2) improved wellbeing, and 3) increased help-seeking, and three change determinants: a) motivation, b) self-regulatory ability, and c) social support. Based on a selection of relevant BCTs we then developed 70 initial SMS statements, 37 of which were selected through codesign for the final program. The resulting program (referred to as The Step One Program) consists of one to two daily SMS messages over a four-week period.</div></div><div><h3>Conclusions</h3><div>The Step One Program is the first published SMS-based alcohol intervention for SSAW. During development, SSAW highlighted increased anonymity and better accessibility as compared to face-to-face services as well as the inclusion of SSAW and LGBT specific resources and culturally inclusive messaging as key benefits.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"113 ","pages":"Article 102690"},"PeriodicalIF":2.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144886524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The scientific discussion of stakeholder involvement in social return on investment analysis? A systematic literature review","authors":"Cornelia Klein","doi":"10.1016/j.evalprogplan.2025.102678","DOIUrl":"10.1016/j.evalprogplan.2025.102678","url":null,"abstract":"<div><div>Stakeholder involvement is an essential part of conducting social return on investment evaluations (SROI). This systematic literature review takes stock of the scholarly discussion of how stakeholders are defined, identified, and involved during SROI evaluations, including the involvement of vulnerable groups as key stakeholders of evaluated projects or organisations in the social sector. The author searched three databases <em>Google Scholar</em>, <em>SCOPUS</em>, and <em>Web of Science</em> for peer-reviewed articles published in English between 1996 and 2022, where the term ‘Social Return on Investment’ or the abbreviation ‘SROI’ was found in titles, abstracts or author keywords and also in the main text. All articles that used the phrase or abbreviation in the sense of the SROI framework and discussed any of its aspects were included in the review. Articles solely focusing on the results of a conducted SROI evaluation were excluded, while case studies discussing the application of the SROI framework were included. As a result, 101 peer-reviewed articles published between 2004 and 2022 were found to meet the inclusion criteria for the review. Qualitative data analysis with MAXQDA revealed strong agreement on the definition of stakeholders and underline prior findings of inconsistencies in choosing and involving stakeholders. The review further uncovers strategies and methods applicable for future evaluations, which also enable the successful involvement of vulnerable groups. These findings address critical issues of the SROI framework that contribute to furthering the scholarly debate and may even enhance the approaches to involving stakeholders in social impact evaluations in general.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"113 ","pages":"Article 102678"},"PeriodicalIF":2.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144841486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predictive modeling and cohort data analytics for student success and retention","authors":"Shabnam Sodagari","doi":"10.1016/j.evalprogplan.2025.102689","DOIUrl":"10.1016/j.evalprogplan.2025.102689","url":null,"abstract":"<div><div>This study presents a data-driven analysis of academic performance, demographic disparities, and predictive modeling among more than 23,000 first-time freshmen at a US public University. We examine multiple factors influencing student outcomes, including GPA, credit accumulation, unit workload, Pell Grant eligibility, minority status, and parent education levels. Our analysis reveals several statistically significant disparities: non-minority students earn more units than minority students in their first two years, and Pell-eligible students accumulate fewer credits than their non-eligible peers. First-generation college students also exhibit lower credit accumulation compared to peers. GPA distributions show that minority students have a lower average GPA compared to non-minority students, with broader variation. Clustering analysis identifies three distinct academic engagement profiles based on GPA and unit load, highlighting heterogeneous performance patterns and the need for differentiated support. We develop and tune predictive models to forecast sophomore credit accumulation and GPA, achieving strong performance using deep learning. These models enable proactive risk identification and support strategic interventions. Our findings set the stage for actionable insights for institutional decision-makers aiming to enhance student retention, success, and academic momentum.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"113 ","pages":"Article 102689"},"PeriodicalIF":2.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144922479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of Health Information Management students’ internship program: A mixed methods study","authors":"Nathan Kumasenu Mensah ,&nbsp;Godwin Adzakpah ,&nbsp;Jonathan Kissi ,&nbsp;Christabell Opoku ,&nbsp;Emmanuel Osei ,&nbsp;Jessica Abakah ,&nbsp;Hawawu Ahmed ,&nbsp;Hawa Mustapha ,&nbsp;Precious Mensah ,&nbsp;Richard Okyere Boadu ,&nbsp;Daniel Kwame Kwansah Quansah ,&nbsp;Hannah Benedicta Taylor-Abdulai","doi":"10.1016/j.evalprogplan.2025.102677","DOIUrl":"10.1016/j.evalprogplan.2025.102677","url":null,"abstract":"<div><h3>Background</h3><div>Internship programs are essential for bridging the gap between theoretical education and practical application. They equip students with the practical skills, relevant knowledge, and professional networks necessary for career success. This study explores the experiences of Health Information Management (HIM) stakeholders, including faculty, interns, and hospital supervisors in Ghana.</div></div><div><h3>Methods</h3><div>The study was conducted across ten hospitals in six of Ghana’s sixteen administrative regions between 18th July and 30th August 2024. A concurrent mixed methods design incorporating qualitative (In-depth interviews) and quantitative (survey) was used. Kolb’s Experiential Learning Theory provided the conceptual framework to interpret how interns learn through real-world engagement.</div></div><div><h3>Results</h3><div>Seventy-nine HIM students participated in the quantitative survey. Of the interns surveyed, 96.2 % (n = 76) reported that site supervisors could readily address their questions and provide guidance. A similar percentage reported gaining new knowledge, with most interns noting significant improvement in teamwork skills. Unadjusted regression analysis identified key factors influencing overall satisfaction, highlighting opportunities to demonstrate initiatives beyond basic requirements, perceptions of enhanced employment prospects, and contributing to meaningful outcomes. Qualitative data from in-depth interviews revealed challenges like non-adherence to logbook modules and inadequate supervision. Despite these issues, the presence of interns was perceived as a benefit to the facilities, as they were seen to enhance staff capacity.</div></div><div><h3>Conclusion</h3><div>This study highlights the critical role internships play in professional development, while also drawing attention to key challenges such as non-adherence to logbook requirements, limited financial support, and program durations. Recommendations for improving the internship experience include ensuring consistent and effective supervision, extending the program durations, adhering to logbook modules, and providing financial assistance to support interns.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"113 ","pages":"Article 102677"},"PeriodicalIF":2.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144826413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Elementary school teachers’ and principals’ views regarding components of optimal formative teacher assessment","authors":"Irit Levy-Feldman ,&nbsp;Barbara Fresko","doi":"10.1016/j.evalprogplan.2025.102697","DOIUrl":"10.1016/j.evalprogplan.2025.102697","url":null,"abstract":"<div><div>Formative teacher assessment models aim at identifying individual strengths and weaknesses as a basis for planning actions to stimulate professional development. School principals and teachers may perceive the process of teacher assessment differently which ultimately may influence its efficacy. In the present study the views of elementary school teachers and principals were compared concerning four major components of an optimal formative teacher assessment scheme: assessment criteria, sources of information, active partners, and actions following assessment. Data were collected by questionnaire from 1166 teachers and 177 principals, who rated the importance of including different aspects of the four components in such a scheme. Overall, teachers and principals held comparable visions that emphasize a comprehensive and varied assessment model encompassing a multiplicity of criteria, several active partners, various sources of information, and the use of teacher assessment for planning individual and staff development. However, consistent differences were found in the strength of their ratings, suggesting that principals tend to be more confident of their views than teachers. Identifying similarities and differences in what principals and teachers expect to be included in optimal formative teacher assessment can inform the design of assessment schemes to effectively support professional development. The findings of this study have broader relevance to formative dialogic assessment practices by emphasizing the importance of agreement between evaluators and those being evaluated regarding the process and purpose of assessment, as well as the need for linkage between assessment results and a concrete plan for their utilization to improve educational processes.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"113 ","pages":"Article 102697"},"PeriodicalIF":2.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144907448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Participatory evaluation of a transdisciplinary behavioral health research center","authors":"Melissa Gonzales ,&nbsp;Steven P. Verney ,&nbsp;Jeremiah D. Simmons ,&nbsp;Lisa Cacari Stone ,&nbsp;Maia Scarpetta ,&nbsp;Ryan Martin ,&nbsp;Nina Wallerstein","doi":"10.1016/j.evalprogplan.2025.102664","DOIUrl":"10.1016/j.evalprogplan.2025.102664","url":null,"abstract":"<div><div>Health disparities interventions require the integration of culturally-aligned theories, concepts and methods from across multiple disciplines and socio-ecologic domains to create new models for addressing health inequities faced by vulnerable populations. The Transdisciplinary Research, Equity and Engagement Center (TREE) at the University of New Mexico expands community-based participatory research and translational team science principles to improve behavioral health equity among American Indian, Hispanic, rural, and other intersectional community partners. Consonant with this participatory emphasis, this case study summarizes the development and refinement of the Center‘s evaluation of its shared conceptual framework, based on understanding historic colonization as well as cultural resiliencies, for addressing behavioral health. We elaborate on the co-development of a participatory evaluation process, with transformational goals, including iterative dialogues with leadership, visioning retreats, adaptations to our logic model and refinement of survey instruments. Preliminary results are presented of our internal Center-wide evaluation survey on progress towards aims and new sub-aims as well as highlights of lessons learned on processes, innovative metrics, and equity implications for the Center and transdisciplinary research centers nationwide.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"113 ","pages":"Article 102664"},"PeriodicalIF":2.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144827905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluability assessment of social protection services for people experiencing homelessness in Brazil","authors":"Wanessa Debôrtoli de Miranda ,&nbsp;Anelise Andrade de Souza ,&nbsp;Luísa da Matta Machado Fernades ,&nbsp;Daniela Corrêa ,&nbsp;Wanderson Costa Bomfim ,&nbsp;Helvécio Miranda Magalhães Júnior ,&nbsp;Alice de Rezende Brandão ,&nbsp;Rômulo Paes-Sousa","doi":"10.1016/j.evalprogplan.2025.102692","DOIUrl":"10.1016/j.evalprogplan.2025.102692","url":null,"abstract":"<div><div>This is an Evaluability Assessment (EA) of the Specialized Care for Vulnerable Populations (SEAS) and Specialized Reference Centers for People Experiencing Homelessness (Centro POP) in Belo Horizonte, Brazil. These are social protection services for people in vulnerable situations who use the streets for housing and/or survival. The Thurston and Ramaliu model was employed with the construction of theoretical and logical models and SWOT matrix, using the analysis of legal frameworks, technical documents, on-site visits, and discussion groups with local managers. Questions were developed to compose questionnaires validated using the Delphi technique. This validation enhanced the evaluative questions, increasing the analytical power of the tools. Significant lessons were identified regarding the object of investigation and the use of the EA. Regarding the object, the findings highlight how challenging it is to offer services tailored to this population, necessitating intensive intra- and intersectoral efforts. Conversely, significant potentials for the operation of these services were elucidated. Regarding the use of the EA, three key lessons stand out: i) EA supports the implementation of participatory evaluation, ii) employing various tools and data collection methods paves the way for applying multiple evaluation approaches, and iii) there are diverse stakeholders interested in the results of an EA. The feasibility of conducting a more extensive systematic evaluation was confirmed, making this EA a pioneering effort for services aimed at the people experiencing homelessness within the field of social assistance.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"113 ","pages":"Article 102692"},"PeriodicalIF":2.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144916868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}