Learning and Instruction最新文献

{"title":"The impact of goal self-concordance on emotion regulation during academic goal pursuit: A multilevel latent profile analysis approach","authors":"Moti Benita ,&nbsp;Christopher P. Niemiec","doi":"10.1016/j.learninstruc.2025.102155","DOIUrl":"10.1016/j.learninstruc.2025.102155","url":null,"abstract":"<div><h3>Background</h3><div>Goal pursuit is a key aspect of students’ life. Research shows self-concordant goals predict the type of emotion regulation strategies during academic goal striving, influencing goal outcomes. However, recent studies using multilevel latent profile analysis (ML-LPA) suggest considering the degree and consistency of emotion regulation strategy use alongside type.</div></div><div><h3>Aims</h3><div>This study examined how self-concordant goals affect the type, degree, and consistency of emotion regulation efforts in pursuing academic goals. Using ML-LPA, we identified profiles encompassing these dimensions and explored the role of emotion regulation profile membership as mediator of goal self-concordance and goal pursuit outcomes.</div></div><div><h3>Theoretical framework</h3><div>The study was based on the self-concordance model (Sheldon, 2014) and Bonanno and Burton's (2013) framework for emotion regulation flexibility.</div></div><div><h3>Sample</h3><div>The sample consisted of 366 undergraduates (77 % female, M age = 20.04, SD = 1.49).</div></div><div><h3>Methods</h3><div>In a daily diary study, participants reported on an academic goal and its self-concordance each morning. In the evening, they reported on emotion regulation strategies for negative goal-related emotions and goal pursuit outcomes.</div></div><div><h3>Results</h3><div>Four day-level and five person-level profiles were identified. Goal self-concordance predicted optimal outcomes through increased membership likelihood in adaptive emotion regulation profiles—characterized by engagement-type strategies and an average degree of emotion regulation implementation—and through reduced membership likelihood in maladaptive profiles, typified by low degree of emotion regulation implementation and inconsistent strategy use.</div></div><div><h3>Conclusions</h3><div>This study expands our knowledge of the processes underlying academic goal pursuit, by clarifying the emotion regulation processes mediating the relationship between goal motivation and outcomes.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102155"},"PeriodicalIF":4.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144134096","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 impact of formative assessment on pupil academic achievement: An empirical study of the effects of a formative assessment practices program that was co-designed in a teacher community","authors":"Lars Goertzen ,&nbsp;Sylvia Heeneman ,&nbsp;Trudie Schils","doi":"10.1016/j.learninstruc.2025.102153","DOIUrl":"10.1016/j.learninstruc.2025.102153","url":null,"abstract":"<div><h3>Background</h3><div>The empirical evidence-base for effects of formative assessment on pupil academic achievement is inconclusive, despite its potential claim to improve teaching and learning. Contemporary views conceptualize formative assessment as a unified practice of integrated strategies. However, studies that investigated the effects of formative assessment on pupil academic achievement in primary education focused on separate components with different methods.</div></div><div><h3>Aims</h3><div>This study investigates whether a co-designed program of unified formative assessment strategies affects pupil academic achievement.</div></div><div><h3>Sample</h3><div>Participants were 976 Dutch elementary school pupils (10–11 years).</div></div><div><h3>Methods</h3><div>A quasi-experimental pretest/posttest research design was used with a pre-established intervention and control group. The intervention group consisted of all pupils who were taught by elementary school teachers that participated in a teacher co-designed formative assessment program. Teachers belonging to the control group did not partake in the co-design. Standardized mathematics test scores were used to investigate whether the co-designed formative assessment practices program had an effect on pupil learning achievement using multilevel modelling.</div></div><div><h3>Results</h3><div>After controlling for pre-intervention gain, and school-specific pupil population complexity, the pupils of teachers that participated in the formative assessment co-design did not significantly outperform the pupils in the control group. The multilevel analysis also revealed non-significant effects of the interaction between the formative assessment intervention and performance levels on mathematical gain.</div></div><div><h3>Conclusions</h3><div>This study provides valuable insights in the challenges that lie in both implementing (effective) formative assessment practices and investigating the effectiveness of a teacher community co-designed formative assessment practices program on pupil academic results.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102153"},"PeriodicalIF":4.7,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115582","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":"Prompting for creative problem-solving: A process-mining study","authors":"Marek Urban ,&nbsp;Jiří Lukavský ,&nbsp;Cyril Brom ,&nbsp;Veronika Hein ,&nbsp;Filip Svacha ,&nbsp;Filip Děchtěrenko ,&nbsp;Kamila Urban","doi":"10.1016/j.learninstruc.2025.102156","DOIUrl":"10.1016/j.learninstruc.2025.102156","url":null,"abstract":"<div><h3>Background</h3><div>Although generative-AI systems are increasingly used to solve non-routine problems, effective prompting strategies remain largely underexplored.</div></div><div><h3>Aims</h3><div>The present study investigates how university students prompt ChatGPT to solve complex ill-defined problems, specifically examining which prompts are associated with higher or lower problem-solving performance.</div></div><div><h3>Sample</h3><div>Seventy-seven university students (53 women; <em>M</em>_age = 22.4 years) participated in the study.</div></div><div><h3>Methods</h3><div>To identify various prompt types employed by students, the study utilized qualitative analysis of interactions with ChatGPT 3.5 during the resolution of the creative problem-solving task. Participants’ performance was measured by the quality, elaboration, and originality of their ideas. Subsequently, two-step clustering was employed to identify groups of low- and high-performing students. Finally, process-mining techniques (heuristics miner) were used to analyze the interactions of low- and high-performing students.</div></div><div><h3>Results</h3><div>The findings suggest that including clear evaluation criteria when prompting ChatGPT to generate ideas (<em>r</em>_s = .38), providing ChatGPT with an elaborated context for idea generation (<em>r</em>_s = .47), and offering specific feedback (<em>r</em>_s = .45), enhances the quality, elaboration, and originality of the solutions. Successful problem-solving involves iterative human-AI regulation, with high performers using an overall larger number of prompts (<em>d</em> = .82). High performers interacted with ChatGPT through dialogue, where they monitored and regulated the generation of ideas, while low performers used ChatGPT as an information resource.</div></div><div><h3>Conclusions</h3><div>These results emphasize the importance of active and iterative engagement for creative problem-solving and suggest that educational practices should foster metacognitive monitoring and regulation to maximize the benefits of human-AI collaboration.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102156"},"PeriodicalIF":4.7,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144123176","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":"Reading literacy decline in Europe: Disentangling school closures and out-of-school learning conditions during the COVID-19 pandemic","authors":"Ulrich Ludewig ,&nbsp;Rolf Strietholt ,&nbsp;Nele McElvany","doi":"10.1016/j.learninstruc.2025.102150","DOIUrl":"10.1016/j.learninstruc.2025.102150","url":null,"abstract":"<div><h3>Background</h3><div>This study examines the decline in average reading literacy among elementary school students in European countries between 2016 and 2021, as documented by the Progress in International Reading Literacy Study (PIRLS). This period was characterized by disruptions caused by COVID-19-related school closures and changes in student composition, influenced by societal trends found in many European countries.</div></div><div><h3>Aims</h3><div>We estimated trends in reading literacy adjusted for changes in student composition to assess the relationship between the duration of school closures and school-related learning loss.</div></div><div><h3>Sample</h3><div>We utilized data from 2016 to 2021 with a sample of <em>N</em> = 187,386 students from 18 European countries/regions participating in the PIRLS; this involved a representative sample of approximately 5000 fourth-graders per year and country/region (Age <em>M</em> = 10.28, <em>SD</em> = 0.86; 49.50 % female).</div></div><div><h3>Methods</h3><div>Our analytical approach employed propensity score weighting to balance changes in student composition between the 2016 and 2021 student cohorts.</div></div><div><h3>Results</h3><div>Our findings revealed changes in out-of-school learning conditions across most of the 18 countries/regions. The average adjusted decline in reading literacy across all 18 European countries/regions was significantly lower than the observed decline, but it remained substantial. The expected decline was associated with the duration of COVID-related school closures, estimated at −0.0015 <em>SDs</em> per day.</div></div><div><h3>Conclusions</h3><div>This study sheds new light on how student composition and school-related factors influence trends in reading literacy. School closures and changes in the composition of student cohorts played a substantial role in the decline in reading literacy observed between 2016 and 2021.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102150"},"PeriodicalIF":4.7,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144106109","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 effects of interactions with AI-enhanced media characters on learning computational thinking","authors":"Ying Xu ,&nbsp;Echo Zexuan Pan ,&nbsp;Julian Levine ,&nbsp;Kunlei He ,&nbsp;Trisha Thomas ,&nbsp;Mark Warschauer","doi":"10.1016/j.learninstruc.2025.102149","DOIUrl":"10.1016/j.learninstruc.2025.102149","url":null,"abstract":"<div><h3>Background</h3><div>Computational thinking (CT) is a crucial domain for children to develop in their early years. To increase children's access to CT learning resources, educational programs like PBS KIDS “Lyla in the Loop” have been developed to incorporate CT concepts through narrative structures where characters solve problems using the CT cycle. However, children need explicit guidance to effectively process both educational and narrative content. Engaging children in <em>dialogues</em> that connect educational content with the narrative has proven to enhance comprehension.</div></div><div><h3>Aims</h3><div>This study explores the effectiveness of using AI to enable this type of dialogues between children and a media character, supporting children in learning CT by connecting these concepts with everyday situations in “Lyla in the Loop.”</div></div><div><h3>Method</h3><div>Through a between-subject randomized control study with 160 children aged four to eight, we will compare children's learning and applications of CT concepts as well as narrative comprehension from AI-assisted dialogues to those who watched the broadcast version of the show without such dialogues. The study also examines the role of children's cognitive abilities and prior CT knowledge in their learning from the show, with or without AI-assisted dialogues.</div></div><div><h3>Expected results</h3><div>The findings could enhance our understanding of AI-based scaffolding strategies in children's media and offer practical implications for improving children's learning experiences.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102149"},"PeriodicalIF":4.7,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144106110","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":"Rewards and competition in education","authors":"Suzanne E. Hidi ,&nbsp;K. Ann Renninger ,&nbsp;Márta Fülöp","doi":"10.1016/j.learninstruc.2025.102136","DOIUrl":"10.1016/j.learninstruc.2025.102136","url":null,"abstract":"","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102136"},"PeriodicalIF":4.7,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144070308","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":"Cognitive conflicts in collaborative programming and their impact on computational concept acquisition","authors":"Jinbo Tan ,&nbsp;Sisi Wu ,&nbsp;Lei Wu ,&nbsp;Shanshan Ma","doi":"10.1016/j.learninstruc.2025.102151","DOIUrl":"10.1016/j.learninstruc.2025.102151","url":null,"abstract":"<div><h3>Background</h3><div>Collaborative programming has become an increasingly important approach for developing computational thinking. The occurrence and resolution of cognitive conflicts have been considered an essential opportunity for students to acquire and construct the corresponding computational concepts. Managing students' cognitive conflicts might critically impact students' learning performance and experience.</div></div><div><h3>Aims</h3><div>This study aims to analyze students' collaborative dialogue texts from the time series perspective to explore the cognitive conflict management patterns in collaborative programming activities and examine students' acquisition of computational concepts and collaborative experience in different cognitive conflict management patterns.</div></div><div><h3>Samples</h3><div>Participants were 48 seventh-grade students.</div></div><div><h3>Methods</h3><div>Participants were asked to attend a lecture for four weeks and then randomly assigned to 16 groups of three. Each group was asked to work on three programming tasks in three weeks collaboratively. Students' dialogue during the collaboration was audio-recorded for examining their cognitive conflict behaviors. After which, students were asked to complete a test of computational concepts and a questionnaire about their collaborative experience.</div></div><div><h3>Results</h3><div>Four cognitive conflict management patterns were identified: leadership manipulation, consensus-seeking, relationship protection, and discussion construction. Students using the discussion construction pattern demonstrated the strongest understanding of computational concepts and had more positive collaborative experiences.</div></div><div><h3>Conclusion</h3><div>This study highlights the importance of structured debate processes in managing cognitive conflicts and enhancing knowledge acquisition and collaborative experiences. The findings provide actionable insights for educators to guide students in effectively managing cognitive conflicts during collaborative programming.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102151"},"PeriodicalIF":4.7,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143947534","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":"Ecological validity of retrospective reflections in eye tracking","authors":"Eeva S.H. Haataja ,&nbsp;Ilona Södervik","doi":"10.1016/j.learninstruc.2025.102147","DOIUrl":"10.1016/j.learninstruc.2025.102147","url":null,"abstract":"<div><h3>Background</h3><div>Teacher professional vision consists of two aspects, noticing and interpretation, and it can be investigated comprehensively by combining eye tracking and teacher reflection. Several studies have acknowledged the importance of authenticity in educational eye tracking research, but have not defined what is meant by this goal. When participant interviews are added into eye-tracking research, ensuring ecological validity becomes even more complex.</div></div><div><h3>Aims</h3><div>This methodological paper investigates how the aim of ecological validity is understood in gaze-simulated retrospective recall research with teacher participants, and how this contributes to the theory of professional vision.</div></div><div><h3>Samples</h3><div>Two research settings investigating Finnish mathematics and higher education teachers are used to investigate methodological and theoretical reflections.</div></div><div><h3>Methods</h3><div>This is a reflective methodological study. Data from the two research settings was revisited, and conclusions from the studies of both authors were reviewed.</div></div><div><h3>Results</h3><div>The two studies approached the concept of ecological validity from different angles: the ecological validity of cues, and the ecological validity of the research setting. The authentic teaching context enables teacher reflections of their detailed noticing and not-noticing behaviors. Using gaze-stimulated retrospective recall as a part of teacher training adds to the ecological validity though the safety and familiarity between the researchers and participants.</div></div><div><h3>Conclusions</h3><div>Approaching ecological validity in research combining eye tracking and gaze-stimulated retrospective reflections is complex. It can emerge through different practices depending on the aims of the research and requires careful attention from the researchers.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102147"},"PeriodicalIF":4.7,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928406","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 application of the flipped classroom teaching method in periodontal medical education","authors":"Henglong Cao ,&nbsp;Ying Wu ,&nbsp;Mingshi Guo ,&nbsp;Chunling Tang ,&nbsp;Kai Yang ,&nbsp;Qianzhou Jiang ,&nbsp;Miao Yu","doi":"10.1016/j.learninstruc.2025.102148","DOIUrl":"10.1016/j.learninstruc.2025.102148","url":null,"abstract":"<div><h3>Background</h3><div>The flipped classroom approach has emerged as a promising pedagogical model in medical education, enhancing student engagement and learning outcomes. This study investigates its effectiveness in periodontal education, where integrating theoretical knowledge with practical skills is crucial.</div></div><div><h3>Aims</h3><div>To evaluate the impact of the flipped classroom on learning outcomes, student engagement, and clinical skills in periodontal medical education, and to assess long-term retention.</div></div><div><h3>Sample</h3><div>Sixty-three students from the School of Stomatology, XXX University, were randomly assigned to an experimental group (EG, n = 31) or a control group (CG, n = 32), with comparable demographic characteristics.</div></div><div><h3>Method</h3><div>The EG adopted a role-flipped model where students led class discussions after self-directed preparation, while the CG received teacher-centered lectures and both groups had access to identical pre-class materials. Both groups participated in theoretical classes, practical classes and clinical internships. Two years later, preclinical practice scores were collected to evaluate long-term impact. Data analysis was conducted using SPSS version 25.0 and employing MANOVA to compare performance metrics between the two groups.</div></div><div><h3>Results</h3><div>The EG outperformed the CG in clinical skills, class tests, and medical record writing (<em>p</em> &lt; 0.05), with significantly higher final exam scores (<em>p</em> &lt; 0.05). Long-term follow-up showed sustained superior skills in the EG (<em>p</em> &lt; 0.05).</div></div><div><h3>Conclusions</h3><div>The flipped classroom approach significantly enhanced learning outcomes and clinical skills in periodontal education, fostering essential competencies. These findings advocated for the adoption of this model in medical education, particularly in specialized fields requiring both theoretical understanding and practical expertise.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102148"},"PeriodicalIF":4.7,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143911696","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":"Unveiling the urban-rural discrepancy: A comprehensive analysis of reading and writing development among Chinese elementary school students","authors":"Jingwen Yang ,&nbsp;Qinqin Luo ,&nbsp;Yi Li ,&nbsp;Chufen Huang ,&nbsp;Yue Xu ,&nbsp;Keting Ou ,&nbsp;Shuo Lu","doi":"10.1016/j.learninstruc.2025.102145","DOIUrl":"10.1016/j.learninstruc.2025.102145","url":null,"abstract":"<div><h3>Background</h3><div>Reading and writing are critical skills for children's development. However, little attention has been given to comparing literacy development trajectories between rural-urban settings in populous countries with vast geographical and socio-economic diversity like China.</div></div><div><h3>Aim</h3><div>To comprehensively assess and unveil the urban-rural gap of literacy development in Chinese elementary students.</div></div><div><h3>Sample</h3><div>2625 students (1080 rural and 1545 urban) across grades 3 to 6 from Yizhou District, Hechi City and Liunan District, Liuzhou City, both located in Guangxi Zhuang Autonomous Region, China.</div></div><div><h3>Methods</h3><div>A comprehensive scale evaluated participants’ literacy development across multiple dimensions. Urban-rural gaps were measured by overall performance, skill dimensions, error types, gender and ethnicity factors, and risk of literacy disorder.</div></div><div><h3>Results</h3><div>Urban students significantly outperformed rural students in overall literacy skills, especially in higher-level tasks. This gap widened with age, with rural sixth-graders lagging behind urban peers by at least two grades. Ethnic minority status showed a pronounced urban-rural disparity, significantly impacting rural students’ performance but not urban students. A higher proportion of high-risk children for literacy disorders was identified in rural areas (19.2 %) compared to urban areas (2.8 %) using a unified cutoff. Even with separate cutoffs, the rural rate (8.9 %) remained higher than the urban rate (8 %). High-risk rural students faced more enduring challenges, especially in higher grades, suggesting greater vulnerability to persistent literacy difficulties.</div></div><div><h3>Conclusions</h3><div>This large-scale study reveals significant urban-rural disparities in Chinese elementary students’ literacy development which highlights targeted policy and interventions for promoting literacy education quality for Chinese children.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102145"},"PeriodicalIF":4.7,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143906019","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}