Journal of Applied Developmental Psychology最新文献_第3页

Examining teacher-child relationship profiles in forecasting children's self-regulation and social-emotional skills: A multilevel latent profile approach 在预测儿童自我调节和社会情感技能时研究师幼关系概况：多层次潜在概况法

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-20 DOI: 10.1016/j.appdev.2024.101697

Jing Li, Barry Bai

{"title":"Examining teacher-child relationship profiles in forecasting children's self-regulation and social-emotional skills: A multilevel latent profile approach","authors":"Jing Li, Barry Bai","doi":"10.1016/j.appdev.2024.101697","DOIUrl":"10.1016/j.appdev.2024.101697","url":null,"abstract":"<div><p>Numerous studies have highlighted the crucial role of teacher-child relationships in children's self-regulation and social-emotional skills. However, whether teacher-child relationship profiles are linked to self-regulation and social-emotional skills remains unclear. The present study employed multilevel latent profile analysis (MLPA) to explore the teacher-child relationship profiles and their associations with self-regulation and social-emotional skills at both the child and class levels. Utilizing data from 584 children nested in 42 preschool classes, single-level LPA unveiled three teacher-child relationship profiles associated with different self-regulation and social-emotional skills. Notably, closeness and conflict emerged as significant factors in profile assignments. Children with low closeness and high conflict tended to experience challenges in self-regulation and social-emotional skills, whereas those with moderate to high closeness reported better outcomes. Furthermore, MLPA identified three class profiles based on the prevalence of children's profiles and their relationships with different class-mean self-regulation and social-emotional skills. Children's age, gender, and teachers' teaching experience were identified as factors related to child- and class-level profiles. These findings emphasize the interplay between teacher-child relationship profiles and classroom dynamics in relation to children's self-regulation and social-emotional skills within a Chinese cultural context.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142011643","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

From opportunity gap to opportunity yield: The benefits of out-of-school authentic mentored research for youth from historically marginalized communities in STEM 从机会差距到机会收益：校外真实指导研究对 STEM 领域历史上被边缘化社区青年的益处

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-19 DOI: 10.1016/j.appdev.2024.101694

Karen Hammerness , Preeti Gupta , Rachel Chaffee , Peter Bjorklund Jr. , Anna MacPherson , Mahmoud Abouelkheir , Lucie Lagodich , Tim Podkul , Daniel Princiotta , Kea Anderson , Jennifer D. Adams , Alan J. Daly

{"title":"From opportunity gap to opportunity yield: The benefits of out-of-school authentic mentored research for youth from historically marginalized communities in STEM","authors":"Karen Hammerness , Preeti Gupta , Rachel Chaffee , Peter Bjorklund Jr. , Anna MacPherson , Mahmoud Abouelkheir , Lucie Lagodich , Tim Podkul , Daniel Princiotta , Kea Anderson , Jennifer D. Adams , Alan J. Daly","doi":"10.1016/j.appdev.2024.101694","DOIUrl":"10.1016/j.appdev.2024.101694","url":null,"abstract":"<div><p>Our longitudinal, mixed methods study explores the experiences of over five hundred youth in long-term mentored research experiences outside of school, paired with data on their reports of plans to pursue STEM. Our participants, youth from historically marginalized communities, represent the most promise for diversifying STEM: 81% are students of color, and almost half are multilingual. This paper shares an analysis of a cross-section of quantitative data collected from this large-scale study as well as qualitative data in the form of participant interviews. Drawing from our quantitative data, we find that in stark contrast to the opportunity gaps that youth like our participants encounter, participating in out of school research generates a ‘yield’ of opportunities to engage in science practices–significantly more than in school– and to contribute meaningfully to a science community of practice. Our qualitative data suggests that this ‘opportunity yield’ may also contribute to their continued pursuit of STEM. Taken together, these findings underscore the critical role that learning in out-of-school mentored research settings can play for students revealing its important, complementary role in a STEM ecosystem.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0193397324000637/pdfft?md5=1a23a926898dec6d01cb90e552e2c82d&pid=1-s2.0-S0193397324000637-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142006403","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

Under pressure: Effects of distraction and reappraisal on adolescents' psychophysiological stress responses 压力之下：转移注意力和重新评估对青少年心理生理压力反应的影响

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-17 DOI: 10.1016/j.appdev.2024.101693

Jolien Braet, Matteo Giletta, Laura Wante, Caroline Braet

{"title":"Under pressure: Effects of distraction and reappraisal on adolescents' psychophysiological stress responses","authors":"Jolien Braet, Matteo Giletta, Laura Wante, Caroline Braet","doi":"10.1016/j.appdev.2024.101693","DOIUrl":"10.1016/j.appdev.2024.101693","url":null,"abstract":"<div><p>Although cognitive reappraisal and distraction are generally both beneficial to down-regulate negative affect, it remains unknown whether one may be more effective in helping adolescents handle stressful situations. Therefore, this study compared the effects of both strategies on adolescent's psychophysiological stress responses. Belgian adolescents (<em>N</em> = 82, <em>M</em><sub><em>age</em></sub> = 13.99 years, <em>SD</em><sub><em>age</em></sub> = 0.62; 38% males) received a 100-min training on cognitive reappraisal or distraction to ensure adolescents could use the strategies when instructed; subsequently they were exposed to a standardized interpersonal stressor after which they were instructed to use the learned technique. As compared to participants in the cognitive reappraisal condition, participants in the distraction condition reported larger increases in positive affect during the initial minutes of stress recovery. However, no clear differences emerged when examining negative affect and respiratory sinus arrythmia recovery. These findings provide new insights into the effectiveness of cognitive reappraisal and distraction in adolescents.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141997293","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 impact of brief information-based interventions on the home math environment 基于信息的简短干预对家庭数学环境的影响

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-07 DOI: 10.1016/j.appdev.2024.101682

Ashli-Ann Douglas , Camille Msall , Faith Logan , Bethany Rittle-Johnson

{"title":"The impact of brief information-based interventions on the home math environment","authors":"Ashli-Ann Douglas , Camille Msall , Faith Logan , Bethany Rittle-Johnson","doi":"10.1016/j.appdev.2024.101682","DOIUrl":"10.1016/j.appdev.2024.101682","url":null,"abstract":"<div><p>This study evaluated the effect of two light-touch home math environment (HME) interventions on parental math support, knowledge about early math development, and expectations for their child's math development, with attention to both numeracy and repeating patterns. Participants were 107 parents (74% college educated, 53% high income, 54% White, 36% Black) and their four-year-old children. Parents completed surveys and a parent-child play session before and after an intervention during which they received information about numeracy (<em>n</em> = 54) or patterning (<em>n</em> = 53) development via a brief discussion and text messaging. The interventions increased some aspects of parental math support, particularly the frequency of observed support of patterning skills. However, potentially due to ceiling effects prior to the interventions, they did not substantially impact parental knowledge about nor expectations for early math development. We discuss these results with attention to the promise of light-touch HME interventions that utilize text messaging.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0193397324000510/pdfft?md5=cf43791823137f61215da805737b467d&pid=1-s2.0-S0193397324000510-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141943402","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

Cross-lagged analysis of cyberbullying and cybervictimization: The critical roles of resistance to peer pressure and online socializing among adolescents 网络欺凌和网络受害的交叉滞后分析：青少年抵制同伴压力和网络社交的关键作用

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-01 DOI: 10.1016/j.appdev.2024.101680

Hezron Onditi , Bowen Xiao , Natasha Parent , Danielle Law , Takara Bond , Johanna Sam , Jennifer Shapka

{"title":"Cross-lagged analysis of cyberbullying and cybervictimization: The critical roles of resistance to peer pressure and online socializing among adolescents","authors":"Hezron Onditi , Bowen Xiao , Natasha Parent , Danielle Law , Takara Bond , Johanna Sam , Jennifer Shapka","doi":"10.1016/j.appdev.2024.101680","DOIUrl":"10.1016/j.appdev.2024.101680","url":null,"abstract":"<div><p>The aim of this three-wave longitudinal study was to examine associations among cyberbullying, cybervictimization, resistance to peer pressure, and online socializing among Canadian adolescents. A total of 378 adolescents (192 boys; <em>M</em><sub><em>age</em></sub> = 13.02 years, <em>SD</em> = 0.71 year) from Southern British Columbia participated in this study. A self-report questionnaire was used to collect data over a period of three years. Results indicated that resistance to peer pressure at Time 1 predicted lower levels of reported engagement in cyberbullying behavior and fewer reported experiences of cybervictimization at Time 2. In addition, resistance to peer pressure at Time 2 predicted fewer experiences of cybervictimization at Time 3. Finally, a significant reciprocal association was found between cybervictimization and online socializing from Time 1 to Time 2, and online socializing at Time 2 predicted cybervictimization at Time 3. For implications, empirically informed educational programs on resistance to peer pressure and with proper content targeting time spent online and online socializing are recommended.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141885390","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

Dispositional and state sadness, interpersonal features, and internalizing/externalizing symptoms: A network analysis 倾向性和状态性悲伤、人际关系特征以及内化/外化症状：网络分析

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-07-29 DOI: 10.1016/j.appdev.2024.101678

Edoardo Saija , Matti Cervin , Roberto Baiocco , Barbara Barcaccia , Salvatore Ioverno , Susanna Pallini

{"title":"Dispositional and state sadness, interpersonal features, and internalizing/externalizing symptoms: A network analysis","authors":"Edoardo Saija , Matti Cervin , Roberto Baiocco , Barbara Barcaccia , Salvatore Ioverno , Susanna Pallini","doi":"10.1016/j.appdev.2024.101678","DOIUrl":"10.1016/j.appdev.2024.101678","url":null,"abstract":"<div><p>Sadness serves adaptive functions in restructuring one's objectives and strategies in loss situations. This study examined the relationship between the effects of sadness, social components, and psychopathological issues in children, distinguishing between state and dispositional sadness. A semi-structured written interview about a specific moment of sadness and questionnaires to measure interpersonal features (empathy, prosocial behavior, and attachment) and psychopathological symptoms (internalizing/externalizing symptoms) were administered to 476 children (age range: 7–10 years, <em>M</em> = 8.81, <em>SD</em> = 1.07; 52.3% female; 91% White) from various primary schools in central Italy, along with their teachers. Network Analysis and Multivariate Linear Regression Analysis showed that state sadness was positively associated with affective empathy, whereas dispositional sadness was positively associated with internalizing/externalizing symptoms. The findings offer insights to parents and educators on the importance of recognizing and accepting sadness as an adaptive response contingent on sad events.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0193397324000479/pdfft?md5=2c19d590ddee2a2538f9b494d7c2b6f2&pid=1-s2.0-S0193397324000479-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141885391","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

Unpacking the mechanism of how parental education anxiety contributes to Chinese adolescents' academic anxiety and problematic mobile phone use 解读父母教育焦虑对中国青少年学习焦虑和问题手机使用的影响机制

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-07-29 DOI: 10.1016/j.appdev.2024.101681

Danli Li , Linyan Wang , Yumeng Li , Yifan Zhang , Shan Hou

{"title":"Unpacking the mechanism of how parental education anxiety contributes to Chinese adolescents' academic anxiety and problematic mobile phone use","authors":"Danli Li , Linyan Wang , Yumeng Li , Yifan Zhang , Shan Hou","doi":"10.1016/j.appdev.2024.101681","DOIUrl":"10.1016/j.appdev.2024.101681","url":null,"abstract":"<div><p>This longitudinal study explored how parental education anxiety contributed to Chinese adolescents' academic anxiety and problematic mobile phone use (PMPU). A total of 247 adolescents (<em>M</em><sub>age</sub> = 13.13, 52.6% female) and their parents (77.7% mothers) completed a two-wave online survey, including parents' reports of education anxiety, adolescents' ratings of perceived parental academic pressure and their academic anxiety, and PMPU. Results suggested that adolescents' PMPU positively predicted their academic anxiety and not the other way around. Additionally, perceived parental academic pressure longitudinally predicted both adolescents' academic anxiety and PMPU. Finally, T1 parental education anxiety had an indirect effect on T2 adolescents' academic anxiety through T1 perceived parental academic pressure, whereas T1 parental education anxiety had a direct effect on T2 adolescents' PMPU. These findings highlight the adverse effects of parental education anxiety on adolescents' academic anxiety and PMPU and provide implications for parents who are experiencing education anxiety.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141885213","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

Socialized co-present phone use and parent-child relationship satisfaction: A dyadic investigation with the indirect roles of self-disclosure and responsiveness 社会化共同电话使用与亲子关系满意度：以自我披露和响应性的间接作用为基础的父子关系调查

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-07-27 DOI: 10.1016/j.appdev.2024.101679

Jia Nie , Xiaoli Ni , Li Lei

{"title":"Socialized co-present phone use and parent-child relationship satisfaction: A dyadic investigation with the indirect roles of self-disclosure and responsiveness","authors":"Jia Nie , Xiaoli Ni , Li Lei","doi":"10.1016/j.appdev.2024.101679","DOIUrl":"10.1016/j.appdev.2024.101679","url":null,"abstract":"<div><p>The social aspects of co-present phone use have increasingly attracted scholarly attention due to their potential impacts on interpersonal relationships. As a result, this study focused on two instances of socialized co-present phone use, namely shared phone use (ShPU) and social-intended solitary phone use (SISPU). Utilizing a dyadic approach, we examined the association between ShPU (and SISPU) and relationship satisfaction among 823 parent-child dyads (children: Mage = 15.33 years; parents: Mage = 42.74 years). Our study also investigated the indirect roles of self-disclosure and responsiveness in this association. The findings revealed a positive correlation between ShPU and SISPU and parent-child relationship satisfaction. Self-disclosure and responsiveness were found to be significant indirect pathways in this association. Additionally, the study identified specific effects of actor and partner within parent-child dyads. The practical implications of these findings included their potential to promote family harmony and improve parent-child relationships.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141885392","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

Examining ethnic-racial identity development and adjustment among Colombian adolescents 考察哥伦比亚青少年的民族-种族身份发展和适应情况

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-07-01 DOI: 10.1016/j.appdev.2024.101672

Adriana J. Umaña-Taylor , Michael R. Sladek , M. Dalal Safa , Liliana M. Uribe Tirado , Luz Magnolia Tilano Vega

{"title":"Examining ethnic-racial identity development and adjustment among Colombian adolescents","authors":"Adriana J. Umaña-Taylor , Michael R. Sladek , M. Dalal Safa , Liliana M. Uribe Tirado , Luz Magnolia Tilano Vega","doi":"10.1016/j.appdev.2024.101672","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101672","url":null,"abstract":"<div><p>The current study examined ethnic-racial identity (ERI) development and adjustment among Colombian adolescents (<em>N</em> = 462, <em>M</em><sub>age</sub> = 15.90, <em>SD</em> = 1.15, 47% female) from six schools in Medellín, Colombia. Findings from chain sequential mediation analyses with bias-corrected bootstrapping indicated that ERI exploration was positively associated with ERI resolution (β = 0.48), which was positively associated with global identity cohesion (β = 0.29); in turn, higher global identity cohesion was associated with higher academic engagement (β = 0.26), higher self-esteem (β = 0.50), lower GPA (β = −0.12), and lower depressive symptoms (β = −0.35). ERI exploration (β = 0.14) and resolution (β = 0.11) were each positively associated with other group orientation. Findings provide preliminary evidence for the promotive role of ERI among Colombian adolescents, supporting a conceptualization of ERI as a developmental competency.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0193397324000418/pdfft?md5=387962d44276b0e8f1b9c8dfc449cbc5&pid=1-s2.0-S0193397324000418-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141540787","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

Rethinking child behavior: Attribution retraining improves child educators' understanding and response 反思儿童行为：归因再训练提高了儿童教育工作者的理解和应对能力

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-07-01 DOI: 10.1016/j.appdev.2024.101671

Jenna E. Russo, Arazais D. Oliveros

{"title":"Rethinking child behavior: Attribution retraining improves child educators' understanding and response","authors":"Jenna E. Russo, Arazais D. Oliveros","doi":"10.1016/j.appdev.2024.101671","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101671","url":null,"abstract":"<div><p>Adults' explanations for child behavior influence their response and, in turn, how child behavior and development progress. Various social-psychological factors (e.g., cognitive belief structures, developmental expectations) help determine the formation of attributions, which are characterized as largely stable. Nonetheless, research demonstrates that attributions can be restructured via attribution retraining (AR). The following study was the first to examine the impact of an AR intervention embedded within training in child development and traumatic stress response. Of particular interest was the malleability and stability of attributions of child behavior, and their contribution to discipline responses among 114 child educators (e.g., teachers, administrators). Post-training, there was a significant decrease in participants' causal attributions and unsupportive intervention preference and a significant increase in trauma-informed attitudes, largely maintained at one-year follow-up, suggesting that this training intervention offers a feasible and scalable method to integrate child development and trauma-informed care to improve perceptions of child behavior.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141482750","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