Learning and Instruction最新文献

{"title":"Exploring teacher language use and early literacy achievement","authors":"Yucheng Cao ,&nbsp;Minkyung Cho ,&nbsp;Young-Suk Grace Kim","doi":"10.1016/j.learninstruc.2025.102256","DOIUrl":"10.1016/j.learninstruc.2025.102256","url":null,"abstract":"<div><h3>Background</h3><div>Teacher language is crucial to early literacy development, yet limited research has explored how its linguistic complexity and instructional functions evolve over time and relate to student achievement.</div></div><div><h3>Aims</h3><div>This study explored changes in the linguistic complexity and instructional functions of teacher talk and their associations with student literacy outcomes.</div></div><div><h3>Samples</h3><div>28 first-grade teachers and their 361 students across 6 schools.</div></div><div><h3>Methods</h3><div>Utilizing multilevel modeling to address the nested data structure, we analyzed teacher talk collected across the school year, focusing on lexical diversity and syntactic complexity (e.g., type-token ratio, verbs per utterance) and categorized instructional functions. Student outcomes included word reading, reading comprehension, and listening comprehension, with baseline scores and demographic covariates controlled.</div></div><div><h3>Results</h3><div>The overall volume of teacher talk decreased, while lexical diversity and syntactic complexity increased, reflecting more sophisticated language use from fall to spring. Linguistic features did not significantly predict students’ reading and listening outcomes after controlling for baseline scores and demographic covariates. However, instructional functions showed more complex associations. Management-related talk positively predicted reading comprehension, while praise, explanation, and closed-ended questions were negatively associated with literacy outcomes, particularly for students with lower initial skills. Interaction effects indicated that code-based talk supported word reading primarily for lower-skilled students, while meaning-based talk was negatively associated with literacy outcomes in the same group.</div></div><div><h3>Conclusions</h3><div>The findings suggest that not all teacher talk equally supports literacy development, highlighting the importance of considering contextual factors and their dynamic roles in shaping students’ literacy outcomes in future research.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102256"},"PeriodicalIF":4.9,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145363809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Take a deep breath or screem it all out: Emotion regulation strategies of young students","authors":"Bernadette van Berk ,&nbsp;Charlotte Dignath","doi":"10.1016/j.learninstruc.2025.102213","DOIUrl":"10.1016/j.learninstruc.2025.102213","url":null,"abstract":"<div><h3>Background</h3><div>Emotion regulation (ER) is a critical component of effective self-regulated learning (SRL), which has been increasingly researched in the last decades. However, there is still insufficient empirical research on emotions and emotion regulation in early years of schooling.</div></div><div><h3>Aims</h3><div>This study aims to identify ER strategies of young learners, triangulate different ER measures, and investigate variables that explain variation in ER.</div></div><div><h3>Sample</h3><div>82 primary school students aged from 7 to 12 years (<em>M</em> = 10.16 (<em>SD</em> = 1.24); 51 % female) and their parents participated in the study.</div></div><div><h3>Method</h3><div>To gain deep insights into young students' ER in achievement situations, a multimodal approach was applied. In a semi-structured interview, students were asked to report their approach when facing negative emotions, low motivation or low concentration during learning. In addition, students' think-aloud during a problem-solving task, their ER self-report and their parents’ rating about ER was assessed.</div></div><div><h3>Results</h3><div>Results highlight the different nature of the four different ER assessment methods that measure different aspects of ER. Moreover, findings suggest that elementary school students use a range of ER strategies depending on the contexts. Furthermore, control and value beliefs regarding ER strategy use were associated with ER measured with the interview and reported in self-ratings.</div></div><div><h3>Conclusion</h3><div>This study offers valuable insights into how young learners regulate their negative emotions during learning, highlighting the importance of understanding factors influencing ER in young learners and why some students may not engage in ER strategies during learning. By emphasizing the need for multi-method approaches and intentional use of specific ER assessment methods beyond traditional questionnaires, the study advances the field, offering a more nuanced understanding of young learners’ ER processes within the SRL context.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102213"},"PeriodicalIF":4.9,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145117692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of retrieval practice on retention and application of complex educational concepts","authors":"Daniel Corral ,&nbsp;Shana K. Carpenter","doi":"10.1016/j.learninstruc.2025.102219","DOIUrl":"10.1016/j.learninstruc.2025.102219","url":null,"abstract":"<div><h3>Aims</h3><div>Retrieval practice is effective for enhancing memory, but its effects on transfer are less clear. The current study compared the effects of retrieval versus non-retrieval-based strategies on retention and transfer of research methods concepts.</div></div><div><h3>Sample and methods</h3><div>In Experiment 1 (<em>N</em> = 309), participants completed one short-answer factual quiz and received correct-answer feedback (retrieval), one multiple-choice quiz with correct-answer feedback (recognition), restudied the original learning materials (restudy), or studied the short-answer quiz questions and answers (quiz study). Eight minutes later, participants received a final test over repeated questions (multiple-choice versions of the practice questions), and application questions (never-before-seen multiple-choice questions requiring application of the concepts). Experiments 2 (<em>N</em> = 158) and 3 (<em>N</em> = 255) involved the same retrieval, restudy, and quiz study conditions, but involved three rounds of retrieval practice and a one-week delayed final test.</div></div><div><h3>Results</h3><div>Retrieval enhanced performance compared to restudy, but not compared to quiz study or recognition, on repeated but not on application final test questions (Experiment 1). Retrieval produced better performance than restudy and quiz study on repeated final test questions (Experiment 2) and application final test questions (Experiment 3). Conditional analyses on application question performance given accurate repeated question performance revealed an advantage of retrieval, indicating that retrieval enhances the recognition component of transfer.</div></div><div><h3>Conclusion</h3><div>Retrieval practice benefits both retention and transfer of complex concepts. These benefits appear more likely to occur when a sufficient amount of retrieval practice is provided and learning is measured over a delay of several days.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102219"},"PeriodicalIF":4.9,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The dynamics of creative agency: Insights from two intensive diary studies on university students","authors":"Aleksandra Zielińska,&nbsp;Maciej Karwowski","doi":"10.1016/j.learninstruc.2025.102222","DOIUrl":"10.1016/j.learninstruc.2025.102222","url":null,"abstract":"<div><h3>Background</h3><div>Creative processes and actions are driven not only by people's abilities but also by their confidence and readiness to invest effort.</div></div><div><h3>Aims</h3><div>This intensive, daily-diary investigation (two studies, total N_participants = 362, N_measurements = 8322 over three and four weeks) explored how students’ self-perception (creative confidence) and self-regulation—two aspects of creative agency—shape the likelihood of undertaking creative action.</div></div><div><h3>Samples</h3><div>Study 1 included 234 university students (5923 student-day units); Study 2 included 128 university students (2399 student-day units).</div></div><div><h3>Methods</h3><div>In Study 1, participants completed daily diary measurements over four weeks, reporting on their creative self-perception and engagement in creative activities. Using dynamic structural equation modeling (DSEM), we analyzed cross-day lagged associations between creative activity and confidence. In Study 2, students completed daily diaries during a three-week creative project while receiving either self-regulation-enhancing prompts (experimental group) or no additional support (control group). Multilevel regression analyses estimated differences in students’ creative self-perception and creative engagement resulting from strengthened self-regulation.</div></div><div><h3>Results</h3><div>Study 1 showed a robust effect of the previous day's creative activity on the next day's confidence, and no effect of confidence on activity. In Study 2, students whose self-regulation was activated reported higher creative confidence and task-specific creative self-efficacy than the control group and engaged more in creative activities in everyday settings.</div></div><div><h3>Conclusions</h3><div>These findings shed light on the role of perceived agency for creative action and the dynamic interplay of self-beliefs and self-regulation. They also open avenues for developing brief interventions to make creativity more salient in students’ everyday in- and out-of-school settings.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102222"},"PeriodicalIF":4.9,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the interaction of writer individual differences in predicting L2 students’ writing achievements","authors":"Jianhua Zhang ,&nbsp;Lawrence Jun Zhang","doi":"10.1016/j.learninstruc.2025.102214","DOIUrl":"10.1016/j.learninstruc.2025.102214","url":null,"abstract":"<div><h3>Background</h3><div>There are ample studies on the effects of learner individual differences on L2 learning. However, the literature is almost void on the complex interactions among writer individual differences (WIDs) and their effects on L2 students' writing performance.</div></div><div><h3>Aims</h3><div>This study was designed to explore the interactions between WIDs in predicting L2 students’ writing performance.</div></div><div><h3>Samples</h3><div>We conducted this study with a convenience sample of 391 voluntary L2 student participants from two Chinese universities.</div></div><div><h3>Methods</h3><div>We required the participants to complete cognitive tests designed to measure their language aptitude and working memory capacity, four questionnaires to gauge their self-perceived L2 grit, writing achievement goals, writing self-efficacy, and self-regulated learning (SRL) writing strategies, and two writing tasks to measure their writing performance.</div></div><div><h3>Results</h3><div>Through structural equation modeling, we identified shared and task-specific mediated paths. For both tasks, L2 grit and writing self-efficacy mediated the respective impacts of vocabulary learning ability, working memory, and writing achievement goals on the quality of L2 writing; writing achievement, L2 grit and writing achievement goals mediate the influence of vocabulary learning ability on L2 writing quality; writing self-efficacy mediated the impact of L2 grit on L2 writing quality. Additionally, in the argumentative task, SRL writing strategies mediated the influence of writing achievement goals on L2 writing quality, whereas, in the narrative task, L2 grit mediated the respective impacts of vocabulary learning ability, working memory, and writing achievement goals on L2 quality, and writing self-efficacy mediated the influence of working memory on L2 writing quality.</div></div><div><h3>Conclusion</h3><div>The results reveal complex mediation process illuminating how WIDs influence L2 writing performance through various mediators.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102214"},"PeriodicalIF":4.9,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144925098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are direct effects of cognitive activation on student outcomes enough? Exploring the role of adaptation and use of opportunities","authors":"Charalambos Y. Charalambous ,&nbsp;Urs Grob ,&nbsp;Anna-Katharina Praetorius ,&nbsp;Carmen Köhler ,&nbsp;Zhenzhen Miao","doi":"10.1016/j.learninstruc.2025.102176","DOIUrl":"10.1016/j.learninstruc.2025.102176","url":null,"abstract":"<div><h3>Background</h3><div>Although cognitive activation has been receiving growing scholarly attention, research findings on its contribution to student outcomes have been inconclusive. We argue that this might be due to two core conditions not investigated by many studies: learning opportunities related to cognitive activation ought to be adapted to student needs and students must make use of the provided opportunities to learn.</div></div><div><h3>Aims</h3><div>We tested this argument by comparing a model that included only direct effects of cognitive activation on student cognitive and affective outcomes against moderation, mediation, and moderated mediation models that incorporated the effects of adaptation and use of opportunities.</div></div><div><h3>Sample</h3><div>Our sample included 496 teachers and 13,326 secondary school students from six educational systems that had participated in the TALIS Video study.</div></div><div><h3>Methods</h3><div>We first estimated multilevel path models with separate parameter estimations for each educational system. Then we quantified the overall effects and degree of heterogeneity, testing whether: (a) adaptation moderates the effect of cognitive activation on student achievement/interest at T2 while controlling for T1, (b) depth of processing mediates this effect, and (c) adaptation moderates the mediated effect between cognitive activation and student achievement/interest via depth of processing.</div></div><div><h3>Results</h3><div>The direct-effects model yielded inconclusive results. The most encouraging, yet still somewhat mixed, results emerged from the mediation model.</div></div><div><h3>Conclusions</h3><div>While some of the more complex models show promise in capturing the impact of teaching on student outcomes, the varied findings across educational systems, analysis levels, and outcomes suggest diverse mechanisms in how teaching contributes to learning.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102176"},"PeriodicalIF":4.9,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144906676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adjusting strategies when reading reliable and unreliable texts","authors":"Christian Tarchi ,&nbsp;Lidia Casado-Ledesma ,&nbsp;Elisa Guidi ,&nbsp;Øistein Anmarkrud","doi":"10.1016/j.learninstruc.2025.102218","DOIUrl":"10.1016/j.learninstruc.2025.102218","url":null,"abstract":"<div><h3>Background</h3><div>Effective multiple-text comprehension tasks require readers to integrate information from various sources, which often present contradictions and differing levels of reliability. Understanding how source reliability affects the use of intertextual integration strategies is crucial for comprehending conflicting information.</div></div><div><h3>Aims</h3><div>This study aimed to investigate how the reliability of sources influences the application of intertextual integration strategies—specifically refutation, weighing, and synthesis—during the processing of conflicting information.</div></div><div><h3>Sample</h3><div>The study involved 130 university students.</div></div><div><h3>Methods</h3><div>Participants were tasked with processing multiple texts while their responses were analyzed for the use of intertextual integration strategies. The study manipulated the reliability of sources to observe its effect on the participants' integration strategies.</div></div><div><h3>Results</h3><div>The findings revealed that students rarely employed weighting and refutation strategies, which hindered a comprehensive assessment of their ability to adjust these strategies based on source reliability. However, the manipulation of source reliability significantly impacted the effective use of the synthesis strategy. Prior beliefs seemed to influence the use of synthesis as an intertextual integration strategy across texts with varying levels of reliability. Additionally, participants' awareness of intertextual integration strategies was found to predict their integration capacity, regardless of the source reliability manipulation.</div></div><div><h3>Conclusions</h3><div>The results suggest that while students may struggle with certain integration strategies, enhancing awareness of intertextual integration can improve their ability to reconcile conflicting information. Future research should further explore instructional methods to support strategy adjustment based on source reliability.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102218"},"PeriodicalIF":4.9,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144912953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Agile learning to boost Java skills in novice learners","authors":"Chih-Chien Hu","doi":"10.1016/j.learninstruc.2025.102221","DOIUrl":"10.1016/j.learninstruc.2025.102221","url":null,"abstract":"<div><h3>Context</h3><div>Teaching Java programming to beginners in blended digital and classroom learning settings presents challenges in fostering skill progression and maintaining engagement. Regular learning methods often fail to support the sequential development of computational thinking and programming proficiency.</div></div><div><h3>Objective</h3><div>This study introduces an agile learning strategy aimed at improving Java programming skills in beginners. The strategy emphasizes step-by-step learning of core concepts through visual programming games and repetitive practice to enhance both engagement and skill development.</div></div><div><h3>Method</h3><div>The agile learning strategy was applied in a blended learning environment, incorporating interactive programming tools, continuous feedback, and repetition. A comparative analysis was conducted between two groups: one using the agile strategy and another following regular learning methods. Improvements in computational thinking and Java programming skills were assessed.</div></div><div><h3>Results</h3><div>Learners using the agile strategy showed significant improvements in both computational thinking and Java programming skills, outperforming those in the regular learning group. However, variations in individual performance suggest that learner-specific factors may affect outcomes.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102221"},"PeriodicalIF":4.9,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144906674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining myside bias on a controversial historical event after engagement in dialogic argumentation: Insights from a think aloud study","authors":"Kalypso Iordanou ,&nbsp;Constantina Fotiou ,&nbsp;Athina Manoli ,&nbsp;Michalinos Zembylas","doi":"10.1016/j.learninstruc.2025.102209","DOIUrl":"10.1016/j.learninstruc.2025.102209","url":null,"abstract":"<div><div>The main objective of this exploratory study was to examine students' reasoning – particularly myside bias – on a controversial historical event using rich think aloud data, before and after being engaged in extensive dialogic argumentation on a non-historical topic. Elementary school students engaged in a nine-session argument-based intervention. For 30 students — a subset of the 116 participants who engaged in the intervention and who constitute the focus of this study — myside bias was assessed before and after their engagement in the intervention, using the think-aloud methodology. Students were asked to read two accounts about a recent war in their country—an own-side account from a historian of their ethnic group and an other-side account from a historian of the adversary ethnic group—and to think aloud. The analysis of the think-aloud protocols shows that participants responded differently when reading the own-side account vs. the other-side one. In particular, participants expressed significantly more statements that supported the other-side when reading the other-side's account than when reading their own-side's account. This shows that engaging with the other-side account, as revealed by the think-aloud process, can promote a deeper understanding of the other side. Moreover, they made more evaluative comments post-assessment than pre-assessment. However, their evaluative comments were still in favor of their own position, which shows how resilient myside bias is to change. Overall, our findings suggest that the think-aloud methodology is a valuable tool for identifying (changes in) myside bias and the conditions that facilitate it.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102209"},"PeriodicalIF":4.9,"publicationDate":"2025-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144890933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Differentiated instruction on undergraduate students based on classification and prediction of students performance using PSO-BP neural network","authors":"Bingxin Wang ,&nbsp;Huiting Liu ,&nbsp;Yin Gu ,&nbsp;Xuan Pan","doi":"10.1016/j.learninstruc.2025.102210","DOIUrl":"10.1016/j.learninstruc.2025.102210","url":null,"abstract":"<div><h3>Background</h3><div>Differentiated instruction (DI) is increasingly recognized as a strategy to meet the diverse learning needs of students by adapting teaching methods to individual characteristics. However, accurate student classification remains a challenge, limiting DI's effectiveness.</div></div><div><h3>Aims</h3><div>This study aims to develop a more precise, data-driven classification method to enhance DI implementation and improve learning outcomes.</div></div><div><h3>Samples</h3><div>The study utilized a dataset of 1386 second-year Mechanical and Automotive Engineering undergraduates for model training and validation. An independent external test set of 150 students from the same discipline, not included in the initial dataset, was employed to empirically evaluate the implementation of DI.</div></div><div><h3>Methods</h3><div>We integrated educational data mining with a Particle Swarm Optimization-Backpropagation (PSO-BP) neural network to classify and predict student performance. Key factors influencing academic performance, including past grades, student engagement, and teacher-student interaction, were analyzed. Pearson correlation and multicollinearity testing were employed to ensure model robustness, and K-fold cross-validation ensured accuracy.</div></div><div><h3>Results</h3><div>The PSO-BP model significantly improved classification accuracy, particularly in 3-Classes and 5-Classes groupings. Students receiving DI based on these refined classifications demonstrated notable improvements in academic performance compared to those classified using traditional methods.</div></div><div><h3>Conclusion</h3><div>This study offers a scalable, data-driven solution for student classification in DI, addressing the limitations of current models and providing a practical framework for educational institutions to tailor learning experiences, ultimately enhancing student outcomes and teaching efficacy.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102210"},"PeriodicalIF":4.9,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144880285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}