Journal of School Psychology最新文献

{"title":"Mixed methods systematic review: Using a cultural validity assessment to evaluate prevention programs for Indigenous students","authors":"Lora Henderson Smith ,&nbsp;Lisa N. Aguilar ,&nbsp;Kate Joshua ,&nbsp;Toshna Pandey ,&nbsp;Dana M. Sox ,&nbsp;Belinda E. Hernandez ,&nbsp;Yufu Wang ,&nbsp;Kaylin Yang ,&nbsp;Jessika H. Bottiani","doi":"10.1016/j.jsp.2024.101402","DOIUrl":"10.1016/j.jsp.2024.101402","url":null,"abstract":"<div><div>Implementing culturally appropriate school-based prevention programs with Indigenous students that leverage culture as a protective factor has the potential to revitalize and sustain cultural connections that have historically and systematically been destroyed in the United States. However, there is a dearth of literature synthesizing the effectiveness of school-based prevention programs that have been implemented with Indigenous students across contexts. As such, we conducted a mixed method systematic review to (a) evaluate school-based prevention programs with quantitative and/or qualitative data, (b) assess the use of Indigenous research methods, and (c) examine cultural and community validity. Studies were included if they were published between January 2010 and August 2022, reported quantitative and/or qualitative outcomes for a prevention program implemented in a K–12 school with Indigenous students, or examined an intervention that was designed for Indigenous students (even if there were non-Indigenous students in the study). We strategically included qualitative and mixed methods studies to ensure that cultural and community contexts were represented in this study and to contextualize quantitative findings. Our search resulted in the inclusion of 36 manuscripts describing 28 different interventions. There were 11 mixed methods, three qualitative, and 22 quantitative studies. Quality was assessed using the Mixed Methods Appraisal Tool (<span><span>Hong et al., 2018</span></span>) and a randomized controlled trials appraisal tool drawn from the Journal Article Reporting Standards (<span><span>Appelbaum et al., 2018</span></span>). Building on the work from <span><span>Kūkea Shultz and Englert (2021)</span></span>, cultural validity was assessed by conceptualizing cultural validity into the two distinct domains of purposeful engagement and intentional privileging. Intervention effectiveness was evaluated and separated into three criteria (i.e., positive, null, and mixed) to determine if effectiveness varied based on intervention or study design. Most of the studies reported positive outcomes and effectiveness did not vary based on study design (i.e., quantitative, qualitative, and mixed methods) or intervention design (i.e., culturally grounded, culturally adapted or mainstream/no cultural adaptations). We discuss implications of systematic review findings as well as the importance of using mixed methods to understand and contextualize intervention effectiveness when conducting research that relates to identity and culture.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"108 ","pages":"Article 101402"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142877909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using a naive Bayesian approach to identify academic risk based on multiple sources: A conceptual replication","authors":"Carly Oddleifson,&nbsp;Stephen Kilgus,&nbsp;David A. Klingbeil,&nbsp;Alexander D. Latham,&nbsp;Jessica S. Kim,&nbsp;Ishan N. Vengurlekar","doi":"10.1016/j.jsp.2024.101397","DOIUrl":"10.1016/j.jsp.2024.101397","url":null,"abstract":"<div><div>The purpose of this study was to conduct a conceptual replication of Pendergast et al.'s (2018) study that examined the diagnostic accuracy of a nomogram procedure, also known as a naive Bayesian approach. The specific naive Bayesian approach combined academic and social-emotional and behavioral (SEB) screening data to predict student performance on a state end-of-year achievement test. Study data were collected in a large suburban school district in the Midwest across 2 school years and 19 elementary schools. Participants included 5753 students in Grades 3–5. Academic screening data included <em>aimswebPlus</em> reading and math composite scores. SEB screening data included Academic Behavior subscale scores from the <em>Social, Academic, and Emotional Behavior Risk Screener</em>. Criterion scores were derived from the Missouri Assessment Program (MAP) tests of English Language Arts and Mathematics. The performance of each individual screener was compared to the naive Bayesian approach that integrated pre-test probability information (i.e., district-wide base rates of risk derived from prior year MAP test scores), academic screening scores, and SEB screening scores. Post-test probability scores were then evaluated using a threshold model (VanDerHeyden, 2013) to determine the percentage of students within the sample that could be differentiated in terms of ruling in or ruling out intervention versus those who remained undifferentiated (as indicated by the need for additional assessment to determine risk status). Results indicated that the naive Bayesian approach tended to perform similarly to individual aimswebPlus measures, with all approaches yielding a large percentage (65%–87%) of undifferentiated students when predicting proficient performance. Overall, the results indicated that we likely failed to replicate the findings of the original study. Limitations and future directions for research are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"108 ","pages":"Article 101397"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142877997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Accounting for learning environments in academic screening","authors":"Adam J. Lekwa ,&nbsp;Linda A. Reddy ,&nbsp;Ryan J. Kettler ,&nbsp;Ethan R. Van Norman","doi":"10.1016/j.jsp.2024.101403","DOIUrl":"10.1016/j.jsp.2024.101403","url":null,"abstract":"<div><div>Within multi-tiered systems of support (MTSS) practice and research, students' need for academic intervention is often determined by comparison of students' screening scores to cut scores. We examined the degree to which the relationship between students' fall screening data (i.e., Measures of Academic Progress) and their outcome on a spring summative state test related to the quality of the classroom learning environment and how core instructional strategies influenced this relationship. Fall screening data and spring state test outcomes in English/language arts (ELA) and math were analyzed from a sample of 72 teachers and 1554 third-grade students. Multilevel logistic regression revealed that the association between students' ELA or math skills at the beginning of a school year and state test at the end of the year were not identical across classrooms (odds ratios range = 0.81–0.92). A significant interaction was observed between students' fall ELA screening scores and teachers' instructional strategy use in predicting state test outcomes (<em>p</em> = .03). Teacher strategy use was found to be a significant contributor to false positives in screening decisions based on optimal cut scores for ELA (<em>p</em> = .003), but not math.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"108 ","pages":"Article 101403"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bayesian approach to piecewise growth mixture modeling: Issues and applications in school psychology","authors":"Ihnwhi Heo,&nbsp;Sarah Depaoli,&nbsp;Fan Jia,&nbsp;Haiyan Liu","doi":"10.1016/j.jsp.2024.101366","DOIUrl":"10.1016/j.jsp.2024.101366","url":null,"abstract":"<div><div>Bayesian piecewise growth mixture models (PGMMs) are a powerful statistical tool based on the Bayesian framework for modeling nonlinear, phasic developmental trajectories of heterogeneous subpopulations over time. Although Bayesian PGMMs can benefit school psychology research, their empirical applications within the field remain limited. This article introduces Bayesian PGMMs, addresses three key methodological considerations (i.e., class separation, class enumeration, and prior sensitivity), and provides practical guidance for their implementation. By analyzing a dataset from the Early Childhood Longitudinal Study-Kindergarten Cohort, we illustrate the application of Bayesian PGMMs to model piecewise growth trajectories of mathematics achievement across latent classes. We underscore the importance of considering both statistical criteria and substantive theories when making decisions in analytic procedures. Additionally, we discuss the importance of transparent reporting of the results and provide caveats for researchers in the field to promote the wide usage of Bayesian PGMMs.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101366"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142327709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does positive youth development predict academic functioning and well-being outcomes? Cross-sectional and longitudinal evidence in Filipino adolescents","authors":"Jet U. Buenconsejo ,&nbsp;Jesus Alfonso D. Datu","doi":"10.1016/j.jsp.2024.101355","DOIUrl":"10.1016/j.jsp.2024.101355","url":null,"abstract":"<div><p>This study examined the concurrent (Study 1) and longitudinal (Study 2) links of the Five Cs (i.e., competence, confidence, connection, character, and caring) model of positive youth development (PYD) to adaptive (i.e., psychological needs satisfaction, school engagement, and contribution) and maladaptive (i.e., depression, anxiety, and stress) outcomes while controlling for socio-demographic covariates. Cross-sectional (<em>n</em> = 2283; <em>M</em>_age = 17.59 years) and longitudinal (<em>n</em> = 1620; <em>M</em>_age = 17.15 years) data were obtained from two independent samples of Filipino secondary school students (i.e., Grades 11–12). Results from structural equation modeling in Study 1 showed that the Five Cs had nuanced relations with positive (<em>R</em>² = 0.41–0.50) and negative outcomes (<em>R</em>² = 0.13–0.21). Results of the two-wave latent cross-lagged panel modeling in Study 2 demonstrated that PYD predicted subsequent school engagement (<em>R</em>² = 0.21), contribution (<em>R</em>² = 0.16), and negative mental health (<em>R</em>² = 0.13) via psychological needs satisfaction 6 months after the first data collection. Bi-directional relations were found between PYD as well as school engagement and negative mental health. Implications for youth researchers and practitioners in promoting adolescent thriving and well-being are discussed.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101355"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School-based mental health support for migrant children and young people: A scoping review","authors":"Katie Howard ,&nbsp;Darren Moore ,&nbsp;Eleni Dimitrellou ,&nbsp;Lenka Janik Blaskova ,&nbsp;James Howard","doi":"10.1016/j.jsp.2024.101393","DOIUrl":"10.1016/j.jsp.2024.101393","url":null,"abstract":"<div><div>Schools are increasingly considered as critical to the identification and support of child and adolescent mental health difficulties. However, research often fails to capture critical aspects of context and culture, such as migration, in assessing both the accessibility and effectiveness of school-based interventions. Although migrant youth may be at risk for poor mental health, little is known about the barriers and facilitators they face in accessing mental health support in schools. This scoping review aims to map existing research into school-based mental health interventions for migrant children and young people and, in particular, identify potential cultural and contextual effects related to accessibility. Drawing on scoping review methodology, we searched seven psychology, education, and health databases (i.e., Education Research Complete, British Education Index, ERIC, Web of Science, EMBASE, Medline, and PsycInfo) for studies published between 2002 and 2023. Study selection and data extraction were performed independently by reviewers. Narrative and thematic synthesis were used to analyze included papers and address the research questions. Thirty-eight studies met our inclusion criteria and are presented in this review. Our findings reveal a lack of targeted school-based mental health interventions for migrant young people despite the clear need among this growing population. Furthermore, few studies directly addressed issues of accessibility. Despite the range of migrant groups considered, the primary barriers and facilitators to access identified were contextual, cultural, and systemic, such as stigma, acculturative stressors, and partnerships between families, schools, and mental health services. The results of this scoping review highlight the need for a more intersectional framework for the design and implementation of school-based mental health support for migrant youth, arguably one that positions migration as a key social determinant of health and in particular, child and adolescent mental health.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101393"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developmental heterogeneity of school burnout across the transition from upper secondary school to higher education: A 9-year follow-up study","authors":"Lindsey Nadon ,&nbsp;Alexandre J.S. Morin ,&nbsp;William Gilbert ,&nbsp;Elizabeth Olivier ,&nbsp;Katariina Salmela-Aro","doi":"10.1016/j.jsp.2024.101385","DOIUrl":"10.1016/j.jsp.2024.101385","url":null,"abstract":"<div><div>This study utilized piecewise linear growth mixture analysis to examine the developmental heterogeneity of school burnout among a sample of 513 (67.6% females) Finnish students as they transitioned from upper secondary school to higher education (ages 17–25 years). Encompassing five measurement points (two before the transition and three after), our results revealed four distinct burnout trajectory profiles, including (a) High and Decreasing (Profile 1), (b) Moderate and Decreasing (Profile 2), (c) Low and Increasing (Profile 3), and (d) Low and Stable (Profile 4). High initial levels of self-esteem and mastery-extrinsic goals served as personal resources and high-performance goals served as personal risk factors, making students more likely to belong to more (i.e., Profile 4) or less (e.g., Profile 1) adaptive profiles of burnout trajectories, respectively. Profile 4 displayed the lowest and most stable levels of burnout, thus protecting students from adverse outcomes like school dropout, underachievement, and substance use. Conversely, Profile 1 displayed the highest and least stable levels of burnout and was associated with higher risk of burnout, lower academic achievement, greater alcohol use and problems, and higher drug use relative to the other trajectory profiles. Together, these findings offer novel person-centered, longitudinal insight into the developmental heterogeneity of burnout across the transition to higher education and lend support for the self-equilibrium hypothesis in the context of school burnout. Importantly, our results underscore the importance of early intervention efforts aimed at increasing mastery goals and self-esteem to prevent burnout and its associated consequences.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101385"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emotional intersection: Delineating test anxiety, emotional disorders, and student well-being","authors":"David W. Putwain ,&nbsp;Nathaniel P. von der Embse ,&nbsp;Laura J. Nicholson ,&nbsp;Martin Daumiller","doi":"10.1016/j.jsp.2024.101390","DOIUrl":"10.1016/j.jsp.2024.101390","url":null,"abstract":"<div><div>Previous studies have shown how test anxiety is positively related to symptoms of emotion disorder and that highly test anxious persons can meet diagnostic thresholds for emotion disorder. However, many studies are somewhat dated and based on older conceptualizations of key constructs. In addition, well-being is rarely considered alongside test anxiety and emotion disorder. In the present study, we addressed this limitation by using contemporaneous conceptualizations of test anxiety and emotion disorder, alongside school-related well-being (SRWB), using two analytic methods that are rarely combined to establish how constructs are related. The sample comprised 1167 participants (<em>n</em>_male = 500, <em>n</em>_female = 621, <em>n</em>_non-binary = 21, <em>n</em>_{declined to report} = 25; <em>M</em>_age = 15.4 years, <em>SD</em> = 1.81) from secondary and upper secondary education. Data were analyzed using psychometric network analysis and receiver-operator characteristic (ROC) curve analysis. The psychometric network analysis showed that test anxiety, generalized anxiety, panic disorder, social anxiety, major depression, and SRWB formed distinct and largely coherent communities. Generalized anxiety was principally linked to the worry and tension components of test anxiety, panic disorder to the physiological indicator's component, social anxiety and SRWB to the worry and cognitive interference components, and major depression to the cognitive interference component. The ROC curve analysis indicated that test anxiety scores from the 63rd to 75th scale percentiles could predict clinical risk with relatively high accuracy (0.79–0.88) and acceptable levels of sensitivity (0.75–0.86) and specificity (0.70–0.77). Results suggest that test anxiety, emotion disorder, and SRWB are distinct, albeit related constructs. Although constrained by the cross-sectional design, our findings suggest that high test anxiety presents an elevated risk for the development of emotion disorder.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101390"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142587357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evidence of a limited relationship between reading fluency and reading comprehension of academic language","authors":"Douglas B. Petersen ,&nbsp;Katherine Lindsey Swope ,&nbsp;Alisa Konishi-Therkildsen ,&nbsp;Ellie L. Young ,&nbsp;Cynthia Brock ,&nbsp;Trina D. Spencer","doi":"10.1016/j.jsp.2024.101367","DOIUrl":"10.1016/j.jsp.2024.101367","url":null,"abstract":"<div><div>This study examined the relationship between reading fluency and reading comprehension of grade-level academic language. The CUBED Narrative Language Measures: Reading (NLM:R) subtest was used to assess the reading fluency and reading comprehension performance of 605 second- and third-grade students. The Measures of Academic Progress (MAP) reading assessment was also used to assess students' reading comprehension. Results indicated that reading fluency was not significantly correlated with reading comprehension across any of the deciles in both grade levels when measured using the NLM:R. Reading fluency also was not significantly correlated with MAP results for second- or third-grade students. Partial correlation analyses controlling for race/ethnicity, gender, and soci-economic status did not result in meaningfully different outcomes. Students whose reading fluency was at the 10th percentile did not exhibit significantly different comprehension performance when compared to students reading more fluently. The results of this study suggest that outcomes from oral reading fluency assessments that focus on rate and accuracy may not be valid indicators of reading comprehension when passages include complex, academic language. School psychologists and other educators may need to interpret reading fluency data with caution when developing comprehension-related instructional recommendations and identifying students for whom comprehension intervention is warranted.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101367"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the treatment utility of the Cognitive Assessment System: A meta-analysis of reading and mathematics outcomes","authors":"Richard J. McNulty ,&nbsp;Randy G. Floyd ,&nbsp;Emily K. Lewis ,&nbsp;Patrick J. McNicholas ,&nbsp;John H. Kranzler ,&nbsp;Nicholas F. Benson","doi":"10.1016/j.jsp.2024.101384","DOIUrl":"10.1016/j.jsp.2024.101384","url":null,"abstract":"<div><div>There has been a long search for cognitive assessments that reveal aptitudes thought to be useful for treatment planning. In this regard, since the 1990s, there has been some enthusiasm for the Cognitive Assessment System (CAS) and its potential promise for informing treatment due to its alignment of theory, assessment instrument, and suite of interventions. The purpose of this meta-analytic review was to synthesize research pertinent to the treatment utility of the CAS according to a taxonomy of treatment utility. A total of 252 articles were produced by an electronic search and eligibility screening yielded 16 articles meeting criteria for consideration. Most studies described in these articles utilized obtained difference designs, focused on the Planning composite scores from the CAS, and addressed math interventions. Only seven studies with publication dates from 1995 to 2010 yielded sufficient information to be included in the meta-analysis. A random effects model was employed to determine the overall treatment utility effect across 114 participants apportioned to 14 groups and comprising eight comparisons. Results yielded an overall moderate effect size (0.64, 95% CI [0.24, 1.03], <em>p</em> = .002), but it was associated with significant imprecision (due to a low number of viable studies and small sample sizes across most studies) that prohibits reliable conclusions from being drawn. Assessment of between-study heterogeneity and moderator analysis was not possible. Considering these findings, additional research is needed to support the treatment utility of the CAS—even after more than 27 years of study. Furthermore, there are no published studies regarding the treatment utility of the second edition of the CAS, which was published in 2014. These results suggest that there is insufficient empirical grounding to enable practitioners to use this instrument to develop effective treatments for reading, mathematics, or writing. More direct interventions designed to enhance academic skill development should be employed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101384"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142661547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}