Learning and Instruction最新文献_第2页

Understanding teacher judgments of student motivation: The role of (un-)available cues 了解教师对学生学习动机的判断：无法获得的线索的作用

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-10-30 DOI: 10.1016/j.learninstruc.2024.102029

Jan Beck , Stephan Dutke , Till Utesch

{"title":"Understanding teacher judgments of student motivation: The role of (un-)available cues","authors":"Jan Beck , Stephan Dutke , Till Utesch","doi":"10.1016/j.learninstruc.2024.102029","DOIUrl":"10.1016/j.learninstruc.2024.102029","url":null,"abstract":"<div><h3>Background</h3><div>Accurately judging student motivation enables individualized and student-centered instruction. However, teachers in school tend to judge student motivation inaccurately. Low availability of motivation-related cues, like mastery-approach goals and work-avoidance goals, may explain neglecting these cues in judging motivation. Instead, gender and academic achievement might be overly utilized because they are easily available.</div></div><div><h3>Aim</h3><div>To test teachers’ utilization of highly and equally available cues when judging student motivation.</div></div><div><h3>Methods</h3><div>In the first vignette experiment, pre-service and in-service teachers (<em>N</em> = 205) judged eight fictitious students’ motivation sequentially. Teachers received either achievement goal cues (EG1) or additionally gender and academic achievement cues (EG2), creating an information-adequate environment. In Experiment 2, newly recruited pre-service and in-service teachers (<em>N</em> = 213) evaluated the same vignettes in the same groups, but vignettes were presented simultaneously, and cues had to be memorized, resulting in an information-rich environment. Teachers then formed judgments based solely on their memory without further access to the vignettes.</div></div><div><h3>Results</h3><div>When teachers judged student motivation sequentially, they strongly used mastery-approach goals and work-avoidance goals—regardless of whether other cues were available. In memory-based judgments, teachers primarily used gender and academic achievement.</div></div><div><h3>Conclusions</h3><div>Results demonstrate that in information-rich environments where cues have to be memorized, teachers tend to overlook motivation-relevant cues. Instead, they focus more on cues that do not inherently indicate motivation. These findings suggest that teachers could benefit from assessment environments, like formative assessment, that allow for the direct processing of available cues to better judge student motivation.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102029"},"PeriodicalIF":4.7,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Competitive orientations in academically talented youth: Associations with psychosocial and school-related variables 有学习天赋的青少年的竞争取向：与社会心理和学校相关变量的联系

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-10-30 DOI: 10.1016/j.learninstruc.2024.102038

Frank C. Worrell, Hua Luo

{"title":"Competitive orientations in academically talented youth: Associations with psychosocial and school-related variables","authors":"Frank C. Worrell, Hua Luo","doi":"10.1016/j.learninstruc.2024.102038","DOIUrl":"10.1016/j.learninstruc.2024.102038","url":null,"abstract":"<div><h3>Objectives</h3><div>There are contrasting views of competition in educational settings and recent research has suggested that individuals have different competitive orientations. In this study, we assessed competitive orientations in a sample of high achieving adolescents in the United States. We also examined the association of competitive orientations to self-reported academic and psychosocial outcomes.</div></div><div><h3>Method</h3><div>Participants consisted of 420 academically talented students attending a summer program. Academic outcomes included academic self-efficacy, academic engagement, school belonging, and positive views of teachers; psychosocial outcomes included work ethic, hope, and curiosity. The 15-item version of the Multidimensional Competitive Orientation Inventory was used to measure competitive orientations.</div></div><div><h3>Results</h3><div>Results supported the psychometric integrity of five competitive orientations: Self-Developmental, Hypercompetitive, Anxiety-Driven, Fear of Losing, and Lack of Interest. The Self-Developmental competitive orientation was positively associated with most of the outcome variables, but the Hypercompetitive orientation was not, and the other three orientations were negatively related to outcomes. Latent profile analyses yielded four profiles labeled Self-Developmental, Uninterested Anxious, Avoidant, and Conflicted Competitors. The Self-Developmental and the Conflicted Competitors reported higher scores than the Avoidant Competitors on the majority of outcomes, and higher scores than the Uninterested Anxious group on half of the outcomes.</div></div><div><h3>Conclusion</h3><div>The results suggest that competitive orientations can be measured with integrity in high achieving students and play a role in how these students engage in the world. We contend that competitive orientations should be considered in studies of competition and competitive contexts.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102038"},"PeriodicalIF":4.7,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552870","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}

引用次数: 0

Student-teachers’ understanding of language teaching through the CLIL Language Triptych 学生教师通过 CLIL 语言三部曲对语言教学的理解

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-10-29 DOI: 10.1016/j.learninstruc.2024.102044

Darío Luis Banegas , D. Philip Montgomery , Nina Raud

{"title":"Student-teachers’ understanding of language teaching through the CLIL Language Triptych","authors":"Darío Luis Banegas , D. Philip Montgomery , Nina Raud","doi":"10.1016/j.learninstruc.2024.102044","DOIUrl":"10.1016/j.learninstruc.2024.102044","url":null,"abstract":"<div><h3>Background</h3><div>Content and language integrated learning (CLIL) continues to garner attention as its implementation spreads around the globe. As (language) teachers increasingly prepare for CLIL practice, the role of CLIL conceptual frameworks on student-teachers’ education has become an important lever teacher educators can pull.</div></div><div><h3>Aim</h3><div>This study investigated student-teachers’ understanding and use of Coyle et al.’s (2010) Language Triptych to plan and deliver CLIL-oriented lessons as part of their placement.</div></div><div><h3>Sample</h3><div>The participants were 32 student-teachers completing an initial English language teacher education programme in Argentina.</div></div><div><h3>Method</h3><div>Framed as a qualitative study, data were collected through forum discussions, classroom observations, and (stimulated recall) interviews.</div></div><div><h3>Results</h3><div>Thematic analysis demonstrated that the student-teachers understood and employed the Language Triptych as a teaching organising tool not only for CLIL but for language teaching in general. They also utilized it as a programme-based teacher learning catalyst to make sense of other core contents (e.g., systemic functional linguistics), and as a professional knowledge expander since the Triptych allowed them to articulate new understandings (e.g., the multispatiality of language teaching).</div></div><div><h3>Conclusion</h3><div>The Language Triptych is a potentially powerful lens that facilitates professional awareness.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102044"},"PeriodicalIF":4.7,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142539891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Constructive feedback can function as a reward: Students’ emotional profiles in reaction to feedback perception mediate associations with task interest 建设性反馈可以起到奖励的作用：学生对反馈感知的情绪特征与任务兴趣之间的联系

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-10-29 DOI: 10.1016/j.learninstruc.2024.102030

Thorben Jansen, Lars Höft, J. Luca Bahr, Livia Kuklick, Jennifer Meyer

{"title":"Constructive feedback can function as a reward: Students’ emotional profiles in reaction to feedback perception mediate associations with task interest","authors":"Thorben Jansen, Lars Höft, J. Luca Bahr, Livia Kuklick, Jennifer Meyer","doi":"10.1016/j.learninstruc.2024.102030","DOIUrl":"10.1016/j.learninstruc.2024.102030","url":null,"abstract":"<div><h3>Background</h3><div>Students need support when working on complex tasks such as writing. Reward-learning theories posit that verbal rewards, like feedback-depending on its design-can support students' extrinsic and intrinsic motivation. So far, empirical studies have focused on using praise feedback to foster extrinsic motivation. However, researchers have argued that fostering intrinsic compared to extrinsic motivation has more sustainable effects and that constructive feedback can also function as an intrinsic reward by supporting students’ knowledge acquisition.</div></div><div><h3>Aims</h3><div>We investigated whether constructive feedback that students perceive as useful can sustain triggered situational interest and support writing performance by being a rewarding experience, indicated by a positive emotional response to receiving feedback.</div></div><div><h3>Method</h3><div>We asked 1709 secondary students to write and revise a text after receiving constructive feedback designed to foster knowledge acquisition. To test whether the feedback worked as a reward (i.e., elicited a positive emotional reaction), we estimated a causal mediation model with perceived feedback usefulness as the predictor, latent profiles of students' emotional responses as the mediator, and students’ interest and revision performance change as the outcome.</div></div><div><h3>Results</h3><div>Students who perceived the feedback as useful showed a more positive interest change. As indicated by the indirect effects, the relation can be partially explained by students’ emotional reactions, especially when students perceived the feedback as highly useful. No relations were found for writing performance.</div></div><div><h3>Conclusion</h3><div>Our results suggest that constructive feedback that students perceive as highly useful for their knowledge acquisition can function as a constructive reward.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102030"},"PeriodicalIF":4.7,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142539892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Language abilities and metacognitive monitoring development: Divergent longitudinal pathways for native and non-native speaking children 语言能力和元认知监控发展：母语和非母语儿童的不同纵向发展途径

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-10-28 DOI: 10.1016/j.learninstruc.2024.102043

Florian J. Buehler, Ulrich Orth, Samantha Krauss, Claudia M. Roebers

{"title":"Language abilities and metacognitive monitoring development: Divergent longitudinal pathways for native and non-native speaking children","authors":"Florian J. Buehler, Ulrich Orth, Samantha Krauss, Claudia M. Roebers","doi":"10.1016/j.learninstruc.2024.102043","DOIUrl":"10.1016/j.learninstruc.2024.102043","url":null,"abstract":"<div><h3>Background</h3><div>The ability to accurately evaluate one's task performance (metacognitive monitoring) is crucial for children's learning and academic achievement, but mechanisms explaining monitoring development remain to be uncovered.</div></div><div><h3>Aim</h3><div>We investigated the role of language abilities for metacognitive monitoring in five to seven-year-old native and non-native speakers.</div></div><div><h3>Sample</h3><div>Data stems from an ongoing German large-scale assessment (National Educational Panel Study) initiated in 2010 (<em>N</em> = 9167; 49.6 % male).</div></div><div><h3>Methods</h3><div>We computed cross-lagged panel models including measurements of children's language abilities and metacognitive monitoring (in math and science tasks) in kindergarten and grade one.</div></div><div><h3>Results</h3><div>Earlier language abilities predicted later metacognitive monitoring for native (β = −.21), but not for non-native speakers (β = −.07). Conversely, metacognitive monitoring predicted language abilities for non-native (β = .53), but not for native speakers (β = .03).</div></div><div><h3>Conclusion</h3><div>Fundamentally different mechanisms appear to drive native and non-native speakers’ metacognitive monitoring development.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102043"},"PeriodicalIF":4.7,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of a block-based visual programming curriculum: Untangling coding skills and computational thinking 基于块的可视化编程课程的影响：解开编码技能与计算思维之间的联系

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-10-28 DOI: 10.1016/j.learninstruc.2024.102041

Zhanxia Yang , Jessica Blake-West , Dandan Yang , Marina Bers

{"title":"The impact of a block-based visual programming curriculum: Untangling coding skills and computational thinking","authors":"Zhanxia Yang , Jessica Blake-West , Dandan Yang , Marina Bers","doi":"10.1016/j.learninstruc.2024.102041","DOIUrl":"10.1016/j.learninstruc.2024.102041","url":null,"abstract":"<div><h3>Background</h3><div>and Context: Computer programming is increasingly being taught to young children worldwide. Quality programming curricula are needed to enable students to explore computer science concepts and develop a positive attitude towards programming. However, few studies have been conducted on the available curricula for young learners.</div></div><div><h3>Objective</h3><div>This study aims to provide an evidence-based, public, and free computer science curriculum for early childhood education by investigating the efficacy of the CAL-ScratchJr curriculum, among second graders.</div></div><div><h3>Method</h3><div>A cluster-randomized controlled trial involving 11 schools and 21 second-grade classrooms was conducted to examine the impact of the 24-lesson curriculum on students’ coding proficiency and computational thinking.</div></div><div><h3>Findings</h3><div>The results indicated that the CAL-ScratchJr curriculum intervention had a medium positive effect on second graders’ coding skills, but no significant impact on computational thinking.</div></div><div><h3>Implications</h3><div>Results caution against incorporating disconnected abstract computational thinking practices in education. The features of the curriculum were discussed.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102041"},"PeriodicalIF":4.7,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535867","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}

引用次数: 0

Play-responsive teaching as an alternative way of perceiving the relations between play, teaching and learning 游戏反应教学是看待游戏、教学和学习之间关系的另一种方式

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-10-26 DOI: 10.1016/j.learninstruc.2024.102040

Ingrid Pramling Samuelsson

引用次数: 0

Maximizing students’ content and language development: The pedagogical potential of translanguaging in a Chinese immersion setting 最大限度地促进学生的内容和语言发展：在中文沉浸式环境中翻译语言的教学潜力

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-10-24 DOI: 10.1016/j.learninstruc.2024.102023

Chiu-Yin (Cathy) Wong , Zhongfeng Tian

{"title":"Maximizing students’ content and language development: The pedagogical potential of translanguaging in a Chinese immersion setting","authors":"Chiu-Yin (Cathy) Wong , Zhongfeng Tian","doi":"10.1016/j.learninstruc.2024.102023","DOIUrl":"10.1016/j.learninstruc.2024.102023","url":null,"abstract":"<div><h3>Background</h3><div>Recent studies highlight the benefits of translanguaging for emergent bi/multilinguals (EMLs), enhancing their understanding of academic content in a new language. Despite the growth of Chinese immersion programs in the U.S., research on translanguaging and its impact on teacher and student experiences in this context remains scarce.</div></div><div><h3>Aims</h3><div>This study aims to explore how Content and Language Integrated Learning (CLIL) teachers implement pedagogical translanguaging to support students’ learning in academic content and language within a Chinese immersion context in the U.S., and to understand the perspectives of teachers and students on translanguaging.</div></div><div><h3>Sample</h3><div>Participants were two Chinese CLIL teachers and six of their students from a Chinese immersion school in the U.S.</div></div><div><h3>Methods</h3><div>Using a participatory design research methodology that combines ethnographic methods with multimodal conversation analysis, we documented the use of pedagogical translanguaging and triangulated data from field notes, classroom artifacts, and interviews.</div></div><div><h3>Results</h3><div>Findings reveal teachers utilized diverse communicative resources and exercised translanguaging shifts to enhance students’ grasp of advanced vocabulary and academic concepts, facilitating complex idea articulation in Chinese. Both teachers and students valued these strategies for deepening subject understanding and supporting their learning of the Chinese language.</div></div><div><h3>Conclusions</h3><div>The study highlights the importance of continuous professional development for CLIL teachers to effectively implement pedagogical translanguaging, supporting students’ learning in an immersion setting.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102023"},"PeriodicalIF":4.7,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535865","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}

引用次数: 0

Momentary achievement goal profiles: Associations with instructional activities, interest, and anxiety 瞬间成就目标概况：与教学活动、兴趣和焦虑的关系

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-10-23 DOI: 10.1016/j.learninstruc.2024.102037

Junlin Yu, Jussi Järvinen, Katariina Salmela-Aro

{"title":"Momentary achievement goal profiles: Associations with instructional activities, interest, and anxiety","authors":"Junlin Yu, Jussi Järvinen, Katariina Salmela-Aro","doi":"10.1016/j.learninstruc.2024.102037","DOIUrl":"10.1016/j.learninstruc.2024.102037","url":null,"abstract":"<div><h3>Background</h3><div>Studies have traditionally assessed students’ achievement goals as stable individual orientations, thereby missing moment-to-moment fluctuations across situations. Furthermore, students may pursue more than one goal at a given moment.</div></div><div><h3>Aims</h3><div>To capture the dynamic nature of achievement goal pursuit, this study combined real-time assessments and pattern-oriented analyses to identify students' momentary achievement goal profiles. It also examined how these profiles varied across instructional activities and related to students’ task interest and anxiety.</div></div><div><h3>Sample</h3><div>A total of 3611 responses were collected from 345 upper secondary school students (aged 16) in a physics module.</div></div><div><h3>Methods</h3><div>Using the experience sampling method, this study collected real-time data on students’ achievement goals and affective experiences in various science classroom activities, including teacher-led instruction, individual work, and group work.</div></div><div><h3>Results</h3><div>Latent class analyses revealed three distinct momentary goal profiles: Moderate Multiple Goals, High Multiple Goals, and Moderate Mastery Goals. Most students exhibited changes in their momentary goal profiles during the physics module, highlighting the dynamic nature of these profiles. Individual work increased the likelihood of students adopting the High Multiple Goals profile. Additionally, the High Multiple Goals profile was linked to increased situational interest, whereas the Moderate Mastery Goals profile was associated with reduced anxiety.</div></div><div><h3>Conclusion</h3><div>The findings underscore the value of investigating momentary goal states in addition to stable goal orientations.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102037"},"PeriodicalIF":4.7,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unleashing think-aloud data to investigate self-assessment: Quantitative and qualitative approaches 释放 "思考-朗读 "数据，调查自我评估：定量和定性方法

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-10-19 DOI: 10.1016/j.learninstruc.2024.102031

Ernesto Panadero , Leire Pinedo , Javier Fernández Ruiz

{"title":"Unleashing think-aloud data to investigate self-assessment: Quantitative and qualitative approaches","authors":"Ernesto Panadero , Leire Pinedo , Javier Fernández Ruiz","doi":"10.1016/j.learninstruc.2024.102031","DOIUrl":"10.1016/j.learninstruc.2024.102031","url":null,"abstract":"<div><h3>Background</h3><div>Think-aloud is a process data method that provides detailed insights into students’ cognitive, emotional, and motivational processes. This makes it an ideal method for investigating self-assessment as, the vast majority of times, it occurs internally without obvious external cues. In this paper, we present a methodological overview based on three previous empirical studies, utilizing both quantitative and qualitative methods to analyze think-aloud data and explore the ‘black box’ of self-assessment.</div></div><div><h3>Methods</h3><div>A total of 67 secondary education students and 126 university students participated concurrently thinking-aloud while self-assessing academic tasks they had previously completed.</div></div><div><h3>Results</h3><div>We compare our two methodological approaches to analyzing think-aloud data, highlighting the coding schemes, data analysis techniques, and the critical decisions made during the think-aloud process.</div></div><div><h3>Conclusions</h3><div>Our findings demonstrate how think-aloud can be effectively employed through complementary quantitative and qualitative methods, providing a comprehensive understanding of the self-assessment phenomena.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102031"},"PeriodicalIF":4.7,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535901","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}

引用次数: 0