Learning and Instruction最新文献

{"title":"Retrieval supports word learning in children with Down syndrome","authors":"Laura Boundy,&nbsp;Emily Croft,&nbsp;Kelly Burgoyne","doi":"10.1016/j.learninstruc.2024.102048","DOIUrl":"10.1016/j.learninstruc.2024.102048","url":null,"abstract":"<div><h3>Background</h3><div>Retrieving information during word learning significantly improves retention and recall in both typically developing children and those with language delays. However, the extent to which this strategy benefits all learners, particular those with cognitive impairment and significant learning difficulties is unclear.</div></div><div><h3>Aims</h3><div>This study examined the effects of retrieval practice on novel word learning in children with Down syndrome.</div></div><div><h3>Sample</h3><div>The sample consisted of 11 children with Down syndrome aged 8–13 years and 11 typically developing children with comparable receptive vocabulary skills aged 4–6 years.</div></div><div><h3>Methods</h3><div>Participants were taught a series of novel words and their meanings either using retrieval or restudy strategies. Learning was assessed after 5-min and one week later. Mixed effects models were used to compare the effect of learning condition on recall and recognition.</div></div><div><h3>Results</h3><div>Recall accuracy of novel words was significantly higher in the retrieval condition compared to restudy in both participant groups, and this effect remained one week later. Children with Down syndrome also recalled significantly more meanings of these words in the retrieval condition compared to restudy; this effect was not significant for typically developing children.</div></div><div><h3>Conclusions</h3><div>Retrieval practice improves novel word learning in children with Down syndrome. These findings highlight retrieval practice as an effective learning strategy in diverse populations. Implications for theory and practice are discussed.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102048"},"PeriodicalIF":4.7,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660881","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}

{"title":"Nine partner languages, one path: Minority language reading proficiency development among German two-way immersion students","authors":"Sandra Preusler ,&nbsp;Steffen Zitzmann ,&nbsp;Jürgen Baumert ,&nbsp;Jens Möller","doi":"10.1016/j.learninstruc.2024.102047","DOIUrl":"10.1016/j.learninstruc.2024.102047","url":null,"abstract":"<div><h3>Background</h3><div>At the State Europe School of Berlin (SESB) students with different language backgrounds learn together in two languages of instruction: German and one of nine partner languages (English, French, Greek, Italian, Polish, Portuguese, Russian, Spanish, and Turkish).</div></div><div><h3>Aims</h3><div>This study investigates the reading proficiency trajectories in the minority or partner language among students in a two-way immersion (TWI) program.</div></div><div><h3>Sample</h3><div>Participants were 977 TWI students.</div></div><div><h3>Methods</h3><div>The study included longitudinal large-scale assessments in Grades 4 to 6. Latent growth curve models were utilized for analysis.</div></div><div><h3>Results</h3><div>The analyses revealed significant progress in partner language reading skills across all language combinations. However, notable differences in initial proficiency levels and developmental trajectories were observed between partner languages, even after controlling for background variables such as socioeconomic status and cognitive abilities. Furthermore, the results demonstrate that students' initial German reading proficiency positively influenced their reading proficiency in the partner language.</div></div><div><h3>Conclusions</h3><div>Overall, the study demonstrates the effectiveness of the TWI program in promoting partner language proficiency development in TWI programs, particularly within the unique context of a diverse linguistic environment. This research provides valuable insights into how students develop reading skills in a multilingual environment.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102047"},"PeriodicalIF":4.7,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142593946","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}

{"title":"Effects of SI-PASS on a high-risk course – A randomized controlled trial","authors":"Ninon Puttaert ,&nbsp;Dylan Dachet ,&nbsp;Ariane Baye ,&nbsp;Etienne Quertemont ,&nbsp;Laurent Leduc ,&nbsp;Anne-Sophie Nyssen ,&nbsp;Dominique Verpoorten","doi":"10.1016/j.learninstruc.2024.102042","DOIUrl":"10.1016/j.learninstruc.2024.102042","url":null,"abstract":"<div><h3>Background</h3><div>SI-PASS is a structured academic support program employing successful later-year students to facilitate peer-learning sessions attached to high-risk courses, specifically here statistics for psychology at ULiège. The research translates as: How much does this method improve academic performance and impact socio-affective perceptions in first-year students?</div></div><div><h3>Aims</h3><div>This study compares academic performance and socio-affective variables of first-year students in the experimental condition and the control condition.</div></div><div><h3>Sample</h3><div>Participants were 245 freshmen for the experimental trial, and 985 for the quasi-experimental trial.</div></div><div><h3>Methods</h3><div>Participants were assigned to either participate to the SI-PASS scheme or not during the first semester following a randomized controlled trial with stratified random assignment method. Then, the whole cohort enlisted for the course was analyzed to validate supplementary hypotheses.</div></div><div><h3>Results</h3><div>The first step of the study reveals no difference between both groups on academic performance, unless the level of attendance is considered; nor does it identify any significant impact on socio-affective variables. The second step consisted in the comparison of the experimental group and the group of students who chose not to volunteer for SI-PASS and resulted in significant improvement in academic performance in favor of SI-PASS.</div></div><div><h3>Conclusions</h3><div>This delivered significant results in favor of the program but only when attendance is considered, thus offering empirical evidence that a genuine experimental design is likely to mitigate the effects found in a tradition of quasi-experimental designs. These results are valuable for the SI-PASS community, where randomized trials are still scarce, and for higher education institutions seeking evidence-based assistance.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102042"},"PeriodicalIF":4.7,"publicationDate":"2024-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142572550","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":"How to teach Bayesian reasoning: An empirical study comparing four different probability training courses","authors":"Nicole Steib ,&nbsp;Theresa Büchter ,&nbsp;Andreas Eichler ,&nbsp;Karin Binder ,&nbsp;Stefan Krauss ,&nbsp;Katharina Böcherer-Linder ,&nbsp;Markus Vogel ,&nbsp;Sven Hilbert","doi":"10.1016/j.learninstruc.2024.102032","DOIUrl":"10.1016/j.learninstruc.2024.102032","url":null,"abstract":"<div><h3>Background</h3><div>Bayesian reasoning is understood as the updating of hypotheses based on new evidence (e.g., the likelihood of an infection based on medical test results). As experts and students alike often struggle with Bayesian reasoning, previous research has emphasised the importance of identifying supportive strategies for instruction.</div></div><div><h3>Aims</h3><div>This study examines the learning of Bayesian reasoning by comparing five experimental conditions: two “level-2” training courses (double tree and unit square, each based on natural frequencies), two “level-1” training courses (natural frequencies only and a school-specific visualisation “probability tree”), and a “level-0” control group (no training course). Ultimately, the aim is to enable experts to make the right decision in high-stake situations.</div></div><div><h3>Sample</h3><div><em>N</em> = 515 students (in law or medicine)</div></div><div><h3>Method</h3><div>In a pre-post-follow-up training study, participants’ judgments regarding Bayesian reasoning were investigated in five experimental conditions. Furthermore, prior mathematical achievement was used for predicting Bayesian reasoning skills with a linear mixed model.</div></div><div><h3>Results</h3><div>All training courses increase Bayesian reasoning, yet learning with the double tree shows best results. Interactions with prior mathematical achievement generally imply that students with higher prior mathematical achievement learn more, yet with notable differences: instruction with the unit square is better suited for high achievers than for low achievers, while the double tree training course is the only one equally suited to all levels of prior mathematical achievement.</div></div><div><h3>Conclusion</h3><div>The best learning of Bayesian reasoning occurs with strategies not yet commonly used in school.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102032"},"PeriodicalIF":4.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573160","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}

{"title":"Context counts: Unveiling the impact of achievement level on teachers’ text assessment","authors":"Frederike Strahl ,&nbsp;Thorben Jansen ,&nbsp;Jörg Kilian ,&nbsp;Raja Reble ,&nbsp;Rebecca Schneider ,&nbsp;Jens Möller","doi":"10.1016/j.learninstruc.2024.102046","DOIUrl":"10.1016/j.learninstruc.2024.102046","url":null,"abstract":"<div><h3>Background</h3><div>Teachers' assessments of student writing proficiency are essential for adaptive instruction and providing feedback. However, studies have revealed a lack of objectivity in text quality ratings of the same text in different contexts, although texts of identical quality should receive identical teacher judgments.</div></div><div><h3>Aims</h3><div>Our two studies – one experimental and one more ecologically valid – address whether the achievement level impacts teachers’ individual text assessments even when relevant explicit criteria are used.</div></div><div><h3>Samples</h3><div>In Study 1, participants were 102 student teachers from a university in Germany. In Study 2, participants were 136 student teachers and 91 experienced teachers from Germany.</div></div><div><h3>Methods</h3><div>In Study 1, participants were randomly assigned to two groups. Student teachers in the high-achievement level group assessed three high-quality texts and one standard text with average quality. Student teachers in the low-achievement level group assessed three low-quality texts and the same standard text with average quality. Participants in Study 2 assessed ten texts randomly drawn from a large corpus.</div></div><div><h3>Results</h3><div>The comparison of the standard text in Study 1 showed that student teachers in the high-level achievement group assessed it more negatively on a holistic scale and three analytic scales compared to the low-level achievement group. Multi-level data analysis in Study 2 revealed a negative influence of the quality of the achievement level on the text assessment for experienced and for student teachers.</div></div><div><h3>Conclusions</h3><div>We discuss how the achievement level can bias teachers’ judgments of specific student performances when concrete assessment criteria should be used.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102046"},"PeriodicalIF":4.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573159","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}

{"title":"Understanding teacher judgments of student motivation: The role of (un-)available cues","authors":"Jan Beck ,&nbsp;Stephan Dutke ,&nbsp;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}

{"title":"Competitive orientations in academically talented youth: Associations with psychosocial and school-related variables","authors":"Frank C. Worrell,&nbsp;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}

{"title":"Student-teachers’ understanding of language teaching through the CLIL Language Triptych","authors":"Darío Luis Banegas ,&nbsp;D. Philip Montgomery ,&nbsp;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}

{"title":"Constructive feedback can function as a reward: Students’ emotional profiles in reaction to feedback perception mediate associations with task interest","authors":"Thorben Jansen,&nbsp;Lars Höft,&nbsp;J. Luca Bahr,&nbsp;Livia Kuklick,&nbsp;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}

{"title":"Language abilities and metacognitive monitoring development: Divergent longitudinal pathways for native and non-native speaking children","authors":"Florian J. Buehler,&nbsp;Ulrich Orth,&nbsp;Samantha Krauss,&nbsp;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}