Learning and Instruction最新文献

{"title":"Unravelling the quality of processes of learning from errors: Insights from students' written error reflections in factoring tasks","authors":"Enming Zhang","doi":"10.1016/j.learninstruc.2025.102199","DOIUrl":"10.1016/j.learninstruc.2025.102199","url":null,"abstract":"<div><h3>Background</h3><div>Errors can provide valuable opportunities for deep learning outcomes, but these opportunities are often missed when the quality of processes of learning from errors is low. This quality can be inferred from students' level of cognitive engagement indicated by their written error reflections; however, research directly analyzing such reflections remains limited.</div></div><div><h3>Aims</h3><div>This study identifies patterns in students' error reflections and explores their relationship with academic achievement.</div></div><div><h3>Sample</h3><div>Participants were 118 eighth-grade students.</div></div><div><h3>Methods</h3><div>Students wrote reflections on presumed errors in two factoring problems with minimal prompts. Reflections were counted for frequency (involving categories of error detection, error correction, and out of scope) and scored for depth (involving descriptors of transferability, awareness, and correctness). These six coded features were used for clustering analysis to identify reflection patterns, and analysis of variance was used to explore their relationship with academic achievement.</div></div><div><h3>Results</h3><div>Overall, students produced moderate-frequency but low-depth reflections. Clustering analysis revealed five distinct patterns, labeled as ineffective thinker, disengaged learner, error detector, informative classifier, and insightful reflector, inferring a range from low-to high-quality processes of learning from errors. Low-quality-related patterns typically included superficial reflections like vague, overly general, or meaningless thoughts, while high-quality-related ones demonstrated required reflections on error detection and correction, with some including transferable insights about when or why to use specific knowledge. Patterns associated with higher-quality processes were also linked to higher academic achievement.</div></div><div><h3>Conclusions</h3><div>This study enhances our understanding of how students learn from errors, providing implications for improving relevant instructional strategies.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102199"},"PeriodicalIF":4.9,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144721273","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":"Antecedents of creativity: Statistical discourse analysis of university student teams' interactions","authors":"Kim van Broekhoven ,&nbsp;Martina S.J. van Uum ,&nbsp;Ming Ming Chiu ,&nbsp;Evelyn H. Kroesbergen","doi":"10.1016/j.learninstruc.2025.102190","DOIUrl":"10.1016/j.learninstruc.2025.102190","url":null,"abstract":"<div><h3>Background</h3><div>Many societal problems (climate crisis, war, etc.) are too complex for individuals to solve and require team creativity. Therefore, many university teachers help their students collaborate to cultivate their creativity. As scholars have not yet determined teams' antecedent talk processes that aid or hinder the emergence of creative ideas, we examined how types of talk (e.g., agreement, disagreement, invitational question) and their sequences (e.g., consecutive invitational questions) affect the likelihood of ideas that are original, feasible, or creative.</div></div><div><h3>Methods</h3><div>We examined 4047 utterances by 12 students in 4 triads working on an open-ended, lifestyle problem in their classroom.</div></div><div><h3>Results</h3><div>Statistical discourse analysis showed that utterances with an invitational question or thinking marker were more likely to yield original, feasible, and creative ideas. By contrast, consecutive invitational questions, irrelevant talk, or process talk were less likely to yield original, feasible, and creative ideas.</div></div><div><h3>Conclusions</h3><div>Together, these findings imply that teachers should encourage invitational questions within team brainstorms, monitor for consecutive invitational questions, give students time and space for contemplation, and discourage off-task discussions.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102190"},"PeriodicalIF":4.7,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704643","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":"Retrieval Practice in Stepwise Worked Examples Improves Learning","authors":"Gesa S.E. van den Broek,&nbsp;Margot van Wermeskerken,&nbsp;Tamara van Gog","doi":"10.1016/j.learninstruc.2025.102196","DOIUrl":"10.1016/j.learninstruc.2025.102196","url":null,"abstract":"<div><h3>Background</h3><div>Prior research showed no benefits of including retrieval opportunities in example-based learning. However, these studies had students solve entire practice problems, often without a restudy opportunity after (failed) retrieval.</div></div><div><h3>Aim</h3><div>We tested a new approach: the stepwise presentation of examples with prompts to retrieve and execute each upcoming solution step, before it is revealed to offer feedback. We hypothesized that such stepwise retrieval and execution of problem-solving steps would increase mental effort during study and improve recall and problem-solving performance on a delayed test compared to example study without retrieval prompts.</div></div><div><h3>Participants</h3><div>164 adults, recruited on Prolific (<em>M</em>_age = 22.9 years; 95/66/3 female/male/other).</div></div><div><h3>Methods</h3><div>Participants studied six examples (two triplets of isomorphic examples). They were randomly assigned to either the (1) <em>no prompt</em> (control) condition, in which all examples were presented stepwise in a self-paced manner, or (2) the <em>retrieval prompt</em> condition, in which the second and third example of each triplet contained prompts for participants to describe (aloud) each upcoming (sub)step before it was presented.</div></div><div><h3>Results</h3><div>Participants in the retrieval prompt condition spent more time studying (on average 31 min versus 13 min in the control condition), did not report higher mental effort during example study, but showed significantly better recall and problem-solving test performance on a test after one week than participants in the control condition. Test performance correlated positively with retrieval success during studying but not with study times.</div></div><div><h3>Conclusion</h3><div>Retrieval prompts can enhance example-based learning, when using a stepwise approach.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102196"},"PeriodicalIF":4.7,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704641","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":"Efficacy of an intervention to promote spatial thinking skills","authors":"Fabienne Kremer ,&nbsp;Lucas Stark ,&nbsp;Franziska Rebholz ,&nbsp;Lisa Bardach ,&nbsp;Jessika Golle ,&nbsp;Benjamin Nagengast ,&nbsp;Ulrich Trautwein","doi":"10.1016/j.learninstruc.2025.102184","DOIUrl":"10.1016/j.learninstruc.2025.102184","url":null,"abstract":"<div><h3>Background</h3><div>For success in STEM fields<strong>,</strong> spatial thinking skills are crucial. Their early promotion may support the later mastering of <span>STEM</span> subjects. Previous studies have suggested that spatial thinking can be promoted independently with practice, spatial language, embodiment, or strategy training. Integrating multiple effective components may further enhance children's skills, warranting further investigation.</div></div><div><h3>Aims</h3><div>This study evaluates whether a spatial thinking intervention applying a multicomponent approach in a real-world environment with children in their early primary school years (a) promotes spatial thinking skills while (b) maintaining motivation for spatial thinking and (c) being equally beneficial for students with different characteristics.</div></div><div><h3>Sample</h3><div>Participants were 97 primary school children previously nominated to attend an extracurricular enrichment program.</div></div><div><h3>Methods</h3><div>A multisite cluster randomized controlled field trial with pre- and posttest measures and a waitlist control group evaluated the multicomponent intervention. Components included spatial language, embodiment, and awareness of regularities and strategies. We used multilevel regression analyses to estimate the intervention's efficacy on spatial thinking (i.e., perspective taking, 2D and 3D mental rotation) and motivation for spatial thinking and explored differential effects.</div></div><div><h3>Results</h3><div>The findings revealed statistically significant positive effects on perspective taking and 2D mental rotation. Younger children and those with lower prior perspective<strong>-</strong>taking skills were particularly likely to benefit. Neither 3D mental rotation nor motivation were significantly affected.</div></div><div><h3>Conclusions</h3><div>The results provide initial evidence of the intervention's efficacy. Children demonstrated enhanced perspective<strong>-</strong>taking and 2D mental rotation skills while maintaining their motivation for spatial thinking. Combining multiple components holds promise for promoting spatial thinking during the early primary school years.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102184"},"PeriodicalIF":4.7,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704642","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":"Emotional responses to feedback in adaptive learning technologies for early mathematics education","authors":"Anne Horvers,&nbsp;Inge Molenaar,&nbsp;Tibor Bosse,&nbsp;Ard W. Lazonder","doi":"10.1016/j.learninstruc.2025.102192","DOIUrl":"10.1016/j.learninstruc.2025.102192","url":null,"abstract":"<div><h3>Background</h3><div>Adaptive Learning Technologies (ALTs) have become increasingly prevalent in early mathematics education. These systems assess learners’ performance in real-time to adapt instructional support and give immediate feedback. This feedback can evoke various emotional responses. The precise impact of feedback on emotions and consequentially learning is not yet well understood and may differ between and within learners.</div></div><div><h3>Aims</h3><div>This study aimed to gain a detailed understanding of young learners’ emotional responses to immediate feedback provided by ALTs, with the purpose to present unexplained data that can be used to refine theory and propose initial design recommendations for emotion-adaptive support.</div></div><div><h3>Sample</h3><div>Participants were 113 Dutch fifth graders (ages 10–12; 52 % boys) working with a widely used ALT for mathematics.</div></div><div><h3>Methods</h3><div>Learners solved math problems and received immediate feedback on each answer. Their emotional responses were assessed using a multimodal approach combining physiological, experiential, and behavioural measurements.</div></div><div><h3>Results</h3><div>Physiological data indicated that feedback is associated with emotional responses, while experiential and behavioural results were inconclusive on the valence and nature of these responses. These results indicate that physiological, experiential, and behavioural measures of emotion are complementary. Together these data streams revealed four latent profiles reflecting young learners’ different emotional responses to feedback.</div></div><div><h3>Conclusions</h3><div>Multimodal data streams offer valuable insights for capturing emotional responses to feedback, refining both empirical understanding and theory. These novel findings highlight young learners’ varied emotional responses to feedback in ALTs, address theoretical gaps, and underscore the potential of emotion-adaptive support.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102192"},"PeriodicalIF":4.7,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144672265","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":"Training children’s spatial language skills improves their numerical magnitude understanding","authors":"Nadja Lindner ,&nbsp;Korbinian Moeller ,&nbsp;Frauke Hildebrandt ,&nbsp;Marcus Hasselhorn ,&nbsp;Jan Lonnemann","doi":"10.1016/j.learninstruc.2025.102191","DOIUrl":"10.1016/j.learninstruc.2025.102191","url":null,"abstract":"<div><h3>Background</h3><div>There is accumulating evidence suggesting that spatial language skills are associated with early numerical development (i.e., verbal number skills and numerical magnitude understanding). However, intervention studies allowing for a causal interpretation of this association are largely missing.</div></div><div><h3>Aims</h3><div>Therefore, we aimed at investigating the effects of training children's spatial language skills on the development of basic numerical skills.</div></div><div><h3>Sample</h3><div>The intervention group comprised n = 54 and the non-trained control group n = 72 4-6-year-old children (<em>M</em>_age = 60.58 months).</div></div><div><h3>Methods</h3><div>In a pre-post-test control group design small groups of four to eight children were trained six times (mostly twice a week) for about 20 min each. The training focused on production and comprehension of the spatial terms <em>in front of</em>, <em>behind</em>, <em>to the left</em>, and <em>to the right</em> with effects on numerical magnitude understanding and verbal number skills being evaluated.</div></div><div><h3>Results</h3><div>Comparing training and control group on performance gains between pre- and post-test revealed significantly higher gains for the intervention group in spatial language production and comprehension as well as numerical magnitude understanding, but not verbal number skills.</div></div><div><h3>Conclusion</h3><div>These findings provide first evidence for a causal link between children's spatial language skills and the development of their numerical magnitude understanding. This highlights the relevance of mastering specific spatial language terms for children's early numerical development.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102191"},"PeriodicalIF":4.7,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144672266","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":"Executive functioning and language ability in preschool hearing-impaired children: A cross-lagged panel analysis","authors":"Xiaoliang Zhu ,&nbsp;Hongxiao Qiu ,&nbsp;Jinen Zhao ,&nbsp;Xin Zhao","doi":"10.1016/j.learninstruc.2025.102194","DOIUrl":"10.1016/j.learninstruc.2025.102194","url":null,"abstract":"<div><h3>Background</h3><div>Previous research has consistently demonstrated that executive functioning (EF) is closely related to language ability. However, few studies has explored the direction of developmental pathways between EF and language in preschool children with hearing impairments.</div></div><div><h3>Aims</h3><div>This study aimed to examine the bidirectional relationship between EF and language abilities (i.e., receptive and expressive language) in preschool hearing-impaired children.</div></div><div><h3>Sample</h3><div>Participants consisted of 59 preschool hearing-impaired children (<em>M</em>_ageT1 = 55.59 months, <em>SD</em> = 8.98; 27 girls).</div></div><div><h3>Methods</h3><div>We computed cross-lagged panel model including measurements of children's EF and language abilities collected in the fall semester (T1) and 6-months later (T2).</div></div><div><h3>Results</h3><div>EF at T1 significantly predicted receptive language ability at T2 (β = 0.16), but not expressive language ability. Conversely, neither receptive nor expressive language at T1 predicted EF at T2.</div></div><div><h3>Conclusion</h3><div>Our findings contribute to a nuanced understanding of the direction of the developmental pathways between EF and language ability in preschool hearing-impaired children, suggesting that EF may be the foundational precursor to receptive language development.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102194"},"PeriodicalIF":4.7,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144663399","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 relation between reading comprehension and executive functions: Does the level of reading comprehension test matter?","authors":"José- Pablo Escobar ,&nbsp;Victoria Espinoza ,&nbsp;Marcelo Valle","doi":"10.1016/j.learninstruc.2025.102193","DOIUrl":"10.1016/j.learninstruc.2025.102193","url":null,"abstract":"<div><h3>Background</h3><div>Contemporary models for explaining reading comprehension add additional variables such as executive functions to explain students' performance. Executive functions are a set of cognitive skills that enable individuals to plan, organize, and regulate their behavior to achieve goals. The relation between executive functions and reading comprehension is not conclusive and results can partly be explained depending on the level at which reading comprehension is assessed.</div></div><div><h3>Aim</h3><div>This study examines the magnitude of the relation between executive functions components and different levels of reading comprehension.</div></div><div><h3>Sample</h3><div>Participants were 395 Chilean fourth grade students.</div></div><div><h3>Method</h3><div>Executive functions were assessed through tasks of inhibition, working memory and cognitive flexibility, as well as reading comprehension at the level of words, sentences and texts.</div></div><div><h3>Results</h3><div>Regression analysis shows that the amount of variance explained by executive functions increases with the complexity of the reading comprehension level. Comparatively, the executive components model accounts for the most variance in reading comprehension at the text level. Inhibition, working memory and flexibility share significant variance with all levels of reading comprehension.</div></div><div><h3>Conclusions</h3><div>The results suggest that the level of complexity of the reading comprehension task used determines the effect of executive functions in explaining this relation, with inhibition and working memory being the executive component that shares the most variance across all comprehension levels tested.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102193"},"PeriodicalIF":4.7,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144663398","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":"Lightening the load: Unveiling the factors influencing teacher orchestration load in synchronous hybrid education","authors":"Tine Keulemans ,&nbsp;Fien Depaepe ,&nbsp;Annelies Raes","doi":"10.1016/j.learninstruc.2025.102189","DOIUrl":"10.1016/j.learninstruc.2025.102189","url":null,"abstract":"<div><h3>Background</h3><div>Rapid technological developments and the Covid-19 pandemic have accelerated the adoption of synchronous hybrid education (SHE), where onsite and remote students participate in learning activities simultaneously. Despite its potential, many teachers remain hesitant to embrace this model due to the high orchestration demands. As teachers are the main actors in implementing SHE, it is essential to avoid unnecessary teacher orchestration load (TOL) when designing and delivering these lessons.</div></div><div><h3>Aim</h3><div>This study aims to gain a deeper understanding of the different components (RQ1) and influencing factors (RQ2) of TOL in SHE, and explores the relationship between these influencing factors and components (RQ3).</div></div><div><h3>Sample</h3><div>Participants were 21 university teachers with experience in SHE.</div></div><div><h3>Methods</h3><div>Semi-structured interviews using the Critical Incident Technique were conducted. Both a deductive approach to code the components and an abductive approach to identify the influencing factors were employed.</div></div><div><h3>Results and conclusions</h3><div>Regarding RQ1, teachers experience cognitive, emotional, and physical load during SHE. Regarding RQ2, 74 influencing factors were identified and categorized into six themes related to students, teachers, instructional design, institutional policies, technology, and the hybrid environment. Some factors consistently increase or decrease TOL (e.g., technical support decreases TOL), while other factors are associated with both an increase and a decrease in TOL, depending on context, time or teacher factors (e.g., small group work). Regarding RQ3, some factors relate to one component (e.g., ceiling microphones decrease physical load), while most relate to multiple components of TOL (e.g., chat messages increase cognitive and emotional load).</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102189"},"PeriodicalIF":4.7,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144632727","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 process of tool innovation in young children: An attempt to bridge the Gestalt and the perception-action theories","authors":"Jiajun Guo ,&nbsp;Honghong Bai ,&nbsp;Xiaofei Long ,&nbsp;Xueyun Su ,&nbsp;Weiguo Pang","doi":"10.1016/j.learninstruc.2025.102182","DOIUrl":"10.1016/j.learninstruc.2025.102182","url":null,"abstract":"<div><h3>Background</h3><div>Tool innovation in young children is an underexplored topic, and the Gestalt and the perception-action theories offer different explanations regarding the process of tool innovation.</div></div><div><h3>Aims</h3><div>We aimed to develop nine tool innovation tasks to investigate the tool innovation process in 3-to 6-year-old children, while providing evidence on the validity of the tasks.</div></div><div><h3>Sample</h3><div>From three kindergartens, 141 Chinese children (77 boys and 64 girls) took part in this research.</div></div><div><h3>Methods</h3><div>Children's task performance was coded as task success (whether they retrieved the reward) and ideal manipulation (whether they performed a certain manipulation), and children's task exploration process was coded for fixation (the frequency of repeating the same actions) and flexibility (the frequency of shifting to novel actions). Children's cognitive flexibility, working memory, inhibitory control, divergent thinking, and general intelligence were also measured.</div></div><div><h3>Results</h3><div>The new tasks showed varied difficulty levels and exhibited high internal consistency, and children's task performance was positively associated with their individual differences in age, general intelligence, and divergent thinking. Children's behavioral fixation hinders their tool innovation, and this effect was strengthened for easier compared to harder tasks. Children's behavioral flexibility enhances their tool innovation, and this effect was seemingly stronger for harder compared to easier tasks.</div></div><div><h3>Conclusions</h3><div>The new tasks were robust and suitable for studying young children's tool innovation. Task difficulty level has a critical role in shaping children's tool innovation process, which may serve as a mechanism to bridge the Gestalt and the perception-action theories in explaining the process of tool innovation.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102182"},"PeriodicalIF":4.7,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144631616","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}