Journal of School Psychology最新文献

{"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":"2024-09-06","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":"A school-wide approach to cultural responsivity and student engagement: A randomized trial of Double Check in middle schools","authors":"Katrina J. Debnam ,&nbsp;Chelsea A. Kaihoi ,&nbsp;Elise T. Pas ,&nbsp;Catherine P. Bradshaw","doi":"10.1016/j.jsp.2024.101362","DOIUrl":"10.1016/j.jsp.2024.101362","url":null,"abstract":"<div><p>The present study reports findings from a school-level randomized controlled trial (RCT) of the Double Check cultural responsivity and student engagement model. Consistent with the focus of this special issue on the conceptual and methodological advances for understanding contextual, identity, and cultural effects in intervention research, we report outcomes of the multi-component, school-wide Double Check model, testing the combined impacts of school-wide data-based decision-making along with staff professional development on school-level discipline, culturally responsive practices, classroom contextual factors, and classroom coaching using the Double Check version of the Classroom Check-up. The results from the 41 middle-school RCT indicated significant impacts on proximal outcomes of culturally responsive teacher self-efficacy, observations of instructional support, and indicators of student engagement, but no effect on other intended outcomes (e.g., observations of culturally responsive practices, suspensions). Findings suggest an effect of the Double Check on select teachers' classroom management strategies and student behaviors moderated by key classroom contextual factors. The contextual findings suggest implications for future tailoring of Double Check coaching supports in classrooms with low levels of tier 1 PBIS supports and high levels of disruptive student behavior.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101362"},"PeriodicalIF":3.8,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440524000827/pdfft?md5=d4b03b7a847598f1b6148ddfc794f2e9&pid=1-s2.0-S0022440524000827-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151346","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":"Further exploration of the predictive validity of growth on early reading curriculum-based measures among students at risk for reading difficulties","authors":"Ethan R. Van Norman ,&nbsp;Kirsten J. Truman ,&nbsp;Nathan H. Clemens","doi":"10.1016/j.jsp.2024.101360","DOIUrl":"10.1016/j.jsp.2024.101360","url":null,"abstract":"<div><p>A variety of early literacy assessments are available to monitor student response to instruction in early reading skills. The purpose of this study was to explore the degree to which growth during the second half of kindergarten on measures of alphabetic principle (i.e., nonsense word fluency [NWF]) and word reading (i.e., decodable real words and word reading fluency [WRF]) predicted oral reading fluency (ORF) at the end of kindergarten and first grade, over and above January baseline performance. A total of 394 kindergarten students were monitored on each assessment every 2 weeks between January and May. The unique contribution of this study was the evaluation of the degree to which the predictive value of growth on these measures differed as a function of student skills in oral reading via quantile regression. Doing so revealed whether different word-level assessments were better suited for less skilled or more skilled readers. In addition, the utility of growth in different metrics on measures of NWF (i.e., correct letter sequences [CLS] and whole words read [WWR]) was explored. Results suggested that measures of more complex skills such as WRF and NWF-WWR were most predictive of general reading outcomes among students with high subsequent ORF. The value of measuring growth, relative to baseline performance, was even more apparent when predicting performance at the end of first grade.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101360"},"PeriodicalIF":3.8,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151345","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":"Examining student perceptions of school climate, school personnel, and school discipline: Evidence from New York City","authors":"Richard O. Welsh ,&nbsp;Luis A. Rodriguez ,&nbsp;Blaise Joseph","doi":"10.1016/j.jsp.2024.101361","DOIUrl":"10.1016/j.jsp.2024.101361","url":null,"abstract":"<div><p>Improving school climate is important to reducing disparities in exclusionary discipline, yet the relationship between school climate and school discipline remains poorly understood. Although prior studies have largely relied on students' perceptions to measure school climate, few studies have examined how school contextual factors such as prior disciplinary history or school personnel may affect students' perception of school climate. In the present study, we used student responses from the annually administered New York City School Survey to examine the relationship between student perception of school climate and school personnel, drawing on a longitudinal student-level sample for public middle and high schools for the years 2011–2012 through 2018–2019 (<em>N</em> = 3,988,020 student-years). Using linear regression analyses to predict student perceptions of school climate, we found that various student and school characteristics had small but statistically significant associations with student perceptions (all effect sizes &lt;0.1). Black male students and Black students receiving special education services were most likely to have negative perceptions of school climate. Students' perceptions of school climate were shaped more by teachers than school leaders. Teacher experience was associated with more positive student perceptions, whereas teacher and school leader turnover were associated with worse perceptions of school climate. School personnel diversity (i.e., the percentage of teachers, principals, or assistant principals who were Black or Latinx) was negatively associated with students' perceptions of school climate, although there was evidence of a positive association between school personnel diversity and school climate specifically for Black and Latinx students. The study adds to calls for investments in school personnel to improve school climate to reduce racial inequality in exclusionary discipline.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101361"},"PeriodicalIF":3.8,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440524000815/pdfft?md5=f294a8c1ad6b74df7eb1aa4a3dd8fb9d&pid=1-s2.0-S0022440524000815-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142135744","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":"Gender match in secondary education: The role of student gender and teacher gender in student-teacher relationships","authors":"Debora L. Roorda,&nbsp;Suzanne Jak","doi":"10.1016/j.jsp.2024.101363","DOIUrl":"10.1016/j.jsp.2024.101363","url":null,"abstract":"<div><p>We conducted three studies focusing on gender differences in the quality of student-teacher relationships (i.e., closeness and conflict) in the first 2 years of secondary education. Furthermore, we examined whether boys shared more favorable relationships with male teachers and whether girls shared more favorable relationships with female teachers (i.e., gender match hypothesis). Students (<em>N</em> = 812 in Study 1, <em>N</em> = 789 in Study 2, <em>N</em> = 484 in Study 3) reported about their relationship with their homeroom teacher (Study 1), Dutch and mathematics teachers (Study 2), or Dutch, mathematics, English, and history teachers (Study 3). Structural equation modeling revealed that, in six out of seven relationships, boys experienced more conflict with teachers than girls. In three out of seven relationships, boys also reported less closeness with teachers than girls. Teacher gender did not affect relationship quality, except for conflict with the homeroom teacher in Study 1 (i.e., students reported more conflict with female homeroom teachers than with male homeroom teachers). Finally, girls tended to experience more favorable relationships with female teachers than boys, partly supporting the gender match hypothesis. Thus, relationship-focused interventions in secondary education might benefit by accounting for gender match between students and teachers.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101363"},"PeriodicalIF":3.8,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440524000839/pdfft?md5=86114975671011e26da4b0ecdb4ad7d2&pid=1-s2.0-S0022440524000839-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142129322","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":"Testing the combined effects of the PAX Good Behavior Game and MyTeachingPartner™ coaching for early career teachers: Impacts on teacher-student interaction quality and teachers' occupational health","authors":"Jason T. Downer ,&nbsp;Summer S. Braun ,&nbsp;Catherine P. Bradshaw ,&nbsp;Lauren Molloy Elreda ,&nbsp;Xavier Elzie ,&nbsp;Alexa C. Budavari ,&nbsp;Nicholas S. Ialongo ,&nbsp;Patrick H. Tolan","doi":"10.1016/j.jsp.2024.101359","DOIUrl":"10.1016/j.jsp.2024.101359","url":null,"abstract":"<div><p>Early career teachers experience exceptionally high rates of attrition from the profession, often due in part to elevated concerns about student behavior and poor occupational health. This study reports findings from a randomized controlled trial testing the combined effect of the PAX Good Behavior Game and MyTeachingPartner™ for 188 early career, early elementary teachers (Grades K–3). Of primary focus were observations of the quality of teachers' interactions with students and their self-reported occupational health over 2 consecutive school years. Results indicated that relative to comparison teachers, those in the intervention condition reported lower distress at follow-up (<em>d</em> = −0.23) and less decline in teacher affiliation across the 2-year period (<em>d</em> = 0.50). In addition, the intervention teachers who were highly distressed at baseline and who experienced high levels of disruptive behavior had higher quality interactions with students around emotional support (<em>d</em> = 0.27), classroom organization (<em>d</em> = 0.32), and instructional support (<em>d</em> = 0.69) at the end of 2 years than comparison teachers. This subgroup of intervention teachers also experienced more favorable changes over time in distress (<em>d</em> = −2.47) and teacher affiliation (<em>d</em> = 3.00) over the course of the study. Professional development focused on classroom management with coaching support may be particularly impactful for early career teachers experiencing higher levels of distress and in classrooms with higher rates of behavior problems.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101359"},"PeriodicalIF":3.8,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096508","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":"Self-ratings and peer-ratings of bullying perpetrators: Intrapersonal and interpersonal factors that differentiate bully subgroups","authors":"Hye-Young Yun ,&nbsp;Dorothy Espelage","doi":"10.1016/j.jsp.2024.101358","DOIUrl":"10.1016/j.jsp.2024.101358","url":null,"abstract":"<div><p>Using a large sample of students (<em>N</em> = 1373; 40% girls; <em>M</em>_age = 14 years) from 54 classrooms in South Korea, this study identified subtypes of bullies based on specific combinations of self-reports and peer-reports and examined the intrapersonal and interpersonal factors that explain the differences in characteristics between these identified groups. Latent profile analysis identified four subgroups of bullies: (a) non-bullies (59.5%), (b) peer-identified bullies (21%), (c) self-identified bullies (9.8%), and (d) self/peer-identified bullies (9.7%). Multinomial logistic hierarchical analysis revealed significant differences between the bully subgroups on the four intrapersonal factors (i.e., anti-bullying attitudes, perception of teachers' reaction to bullying, delinquent behavior, and depression; odds ratios [<em>OR</em>] ranged from 0.24 to 3.13) and three of the four interpersonal factors (i.e., overestimated popularity, rejection, and victimization; <em>OR</em>s ranged from 0.39 to 2.26). More specifically, compared to the peer-identified bully group, the non-bully and self/peer-identified bully groups showed opposite patterns of anti-bullying attitudes, delinquent behavior, and peer status (<em>OR</em>s ranged from 0.46 to 3.13). Relative to the peer-identified bully group, the self-identified bully group was more likely to exhibit depressive symptoms and perceive themselves as being victimized, was less likely to endorse anti-bullying attitudes, and had a less positive perception of teacher's reaction to bullying (<em>OR</em>s ranged from 0.24 to 1.40). Gender differences emerged as well. Implications for optimizing the screening of bullying perpetrators and anti-bullying interventions are discussed.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101358"},"PeriodicalIF":3.8,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096507","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":"Reading skill profiles of dysfluent readers in grades 2 and 3","authors":"David A. Klingbeil ,&nbsp;Ethan R. Van Norman ,&nbsp;Peter M. Nelson ,&nbsp;David C. Parker ,&nbsp;Patrick J. Kaiser ,&nbsp;Monica L. Vidal ,&nbsp;Angelos Ntais ,&nbsp;Zhuanghan Dong ,&nbsp;Kirsten Truman","doi":"10.1016/j.jsp.2024.101356","DOIUrl":"10.1016/j.jsp.2024.101356","url":null,"abstract":"<div><p>Text reading fluency (TRF) is a common reading intervention target in second and third grade. TRF requires the integration of several skills that result in several pathways to dysfluent reading. However, when applying the drill-down approach to intervention targeting, practitioners are guided to consider students' rate and accuracy when reading connected text after ruling out decoding difficulties. A question remains whether students' reading rate and accuracy alone is sensitive to differences in the underlying skills that promote TRF. We used latent profile analysis to investigate whether different profiles of component reading skills could be identified among second- (<em>n</em> = 127) and third-grade (<em>n</em> = 170) students who were referred for an intervention targeting TRF. Most students were identified as white (56%) and students were predominately English speakers (87%). At the beginning of the intervention, we measured participants' skills in listening comprehension, reading comprehension, reading vocabulary, word reading efficiency, and decoding efficiency. Four profiles emerged in both grades with similar patterns in terms of the component skills influencing TRF. Students in two of the profiles demonstrated relative strengths in word reading or reading comprehension with their other skills near the sample average. A third profile approximated the sample average across all component skills whereas the fourth profile was below the sample average in all measured skills. However, some of the empirically derived profiles did not differ in terms of students' average reading rate. For example, the average words read correct per minute did not significantly differ between students with relative strengths in comprehension and students with relative strengths with word reading. Our results suggest that differences in students' text reading rate and accuracy may not always capture potentially relevant differences in the skills that influence TRF.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101356"},"PeriodicalIF":3.8,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142040482","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":"The effectiveness of the DNA-V program on reducing anxiety among Chinese adolescents: Outcomes of the face-to-face and web-based versions","authors":"Siyang Shao ,&nbsp;Ye Zhang ,&nbsp;Mo Yang ,&nbsp;Chieh Li ,&nbsp;Ruonan Zhao ,&nbsp;Zidi Liu ,&nbsp;Mengxue Wu ,&nbsp;Yinghui Liu ,&nbsp;Zhuohong Zhu ,&nbsp;Lixia Cui","doi":"10.1016/j.jsp.2024.101357","DOIUrl":"10.1016/j.jsp.2024.101357","url":null,"abstract":"<div><p>Many studies have indicated an alarming prevalence of anxiety among Chinese adolescents, highlighting the critical need for prevention protocols. DNA-V (Discoverer, Noticer, Advisor-Values model) is an adapted version of Acceptance and Commitment Therapy designed to prevent mental health problems in adolescents. This study investigated the effects and underlying mechanisms of DNA-V. The DNA-V prevention program was culturally adapted and optimized in both content and form specifically for Chinese adolescents, with the aim of reducing anxiety levels. A total of 139 participants (59 females) from six eighth-grade classes at an average middle school in Beijing were randomly assigned to one of three groups consisting of the DNA-V face-to-face group (two classes), the DNA-V web-based group (two classes), or the active control group (two classes). Adolescents' anxiety and cognitive fusion were measured before (Time 1), immediately after (Time 2), and 2 months after (Time 3) the program using the Chinese Secondary School Students Anxiety Scale (CSSSAS) and Cognitive Fusion Questionnaire (CFQ). Results showed that in the DNA-V face-to-face group, the anxiety score at Time 3 was significantly lower than the scores at Time 1 (<em>p</em> &lt; .001, Cohen's <em>d</em>_<em>rm</em> = 0.56) and Time 2 (<em>p</em> = .043, Cohen's <em>d</em>_<em>rm</em> = 0.24). The cognitive fusion score at Time 3 was significantly lower than the scores at Time 1 (<em>p</em> = .001, Cohen's <em>d</em>_<em>rm</em> = 0.51) and Time 2 (<em>p</em> = .003, Cohen's <em>d</em>_<em>rm</em> = 0.37). The results of the study suggest that the DNA-V prevention program could serve as an effective tool for reducing anxiety in adolescents.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101357"},"PeriodicalIF":3.8,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142006902","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":"Executive functioning profiles and mathematical and reading achievement in Grades 2, 6, and 10","authors":"Nuria Carriedo ,&nbsp;Odir A. Rodríguez-Villagra ,&nbsp;Leire Pérez ,&nbsp;Valentín Iglesias-Sarmiento","doi":"10.1016/j.jsp.2024.101353","DOIUrl":"10.1016/j.jsp.2024.101353","url":null,"abstract":"<div><p>Using a person-centered approach, we aimed to identify different executive functioning profiles to assess heterogeneity across individuals within the same school grade through latent profile analysis. A sample of 150 Grade 2 (7–8 years old), 150 Grade 6 (11–12 years old), and 150 Grade 10 (15–16 years old) children and adolescents were assessed on 11 different executive tasks representative of the three main executive functioning subcomponents (i.e., inhibition, cognitive flexibility, and working memory), fluid intelligence, processing speed, problem-solving, and reading comprehension. Three different executive functioning profiles of different patterns of interactions based on inhibition, cognitive flexibility, and working memory within and between grades were identified. Moreover, these profiles were differentially related to reading comprehension and mathematical achievement. Second, as expected, we did not find these profiles to be associated with sociodemographic variables such as chronological age or sex. Still, fluid intelligence and processing speed were differentially related to the different profiles at each grade. We also found that the executive functioning profiles interacted with each cognitive skill (i.e., fluid intelligence and processing speed) in predicting reading comprehension and math achievement. These findings provide valuable insights for developing preventive and intervention strategies in education.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101353"},"PeriodicalIF":3.8,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440524000736/pdfft?md5=1cebb4adeaa274f8f5934618da0f51e9&pid=1-s2.0-S0022440524000736-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141991141","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}