Learning and Instruction最新文献

{"title":"Momentary achievement goal profiles: Associations with instructional activities, interest, and anxiety","authors":"Junlin Yu,&nbsp;Jussi Järvinen,&nbsp;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}

{"title":"Unleashing think-aloud data to investigate self-assessment: Quantitative and qualitative approaches","authors":"Ernesto Panadero ,&nbsp;Leire Pinedo ,&nbsp;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}

{"title":"Does word boundary information facilitate Chinese sentence reading in children as beginning readers?","authors":"Weiyan Liao ,&nbsp;Janet Hui-wen Hsiao","doi":"10.1016/j.learninstruc.2024.102034","DOIUrl":"10.1016/j.learninstruc.2024.102034","url":null,"abstract":"<div><h3>Background</h3><div>Previous studies showed inconsistent results on whether providing word boundary information using spaces or alternating colors across words would facilitate children's Chinese reading performance.</div></div><div><h3>Aims</h3><div>We speculated that this inconsistency was related to individual difference in the ability to adjust visual routines for reading established through prior experience in response to the word boundary information. We hypothesized that (1) children who had greater ability to change eye movement behavior according to the word boundary manipulation would benefit more in reading performance; (2) using spaces as word boundaries changed the global configuration of original sentences, which may require more adjustment from the established visual routine, leading to less facilitation.</div></div><div><h3>Samples</h3><div>Sixty-three grade 2–3 primary school children.</div></div><div><h3>Methods</h3><div>Children read regular Chinese sentences and sentences with either spaces or alternating colors as word boundary markers and answered related comprehension questions with eye tracking.</div></div><div><h3>Results</h3><div>Eye Movement analysis with Hidden Markov Models (EMHMM) revealed two representative gaze transition patterns through clustering: a more sequential and a less sequential pattern. As compared with regular sentences, when using alternating colors as word boundary markers, a larger gaze transition pattern change towards the more sequential pattern was correlated with a larger increase in comprehension accuracy. This effect was not observed when using spaces as word boundary markers.</div></div><div><h3>Conclusions</h3><div>An instructional design should consider its potential costs on the cognitive processes established during prior learning, as well as the potential individual differences in the ability to adjust the existing processing strategy according to the new instructions.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102034"},"PeriodicalIF":4.7,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535900","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":"Overcoming the gap between knowledge and use in mathematical flexibility: Examining the role of inhibitory control","authors":"Ronghuan Jiang ,&nbsp;Ru-De Liu ,&nbsp;Jon R. Star ,&nbsp;Jia Wang ,&nbsp;Wei Hong","doi":"10.1016/j.learninstruc.2024.102033","DOIUrl":"10.1016/j.learninstruc.2024.102033","url":null,"abstract":"<div><h3>Background</h3><div>Previous research in the domain of equation solving has shown that although students obtain knowledge of multiple strategies, they often use a standard but less efficient strategy. This phenomenon has been framed as a gap between knowledge and use.</div></div><div><h3>Aims</h3><div>We aim to examine whether using a standard strategy might be a dominant response and whether inhibitory control is needed for students to overcome the knowledge-use gap.</div></div><div><h3>Samples</h3><div>284 college students participated in the study (<em>n</em>_{<em>Pilot study</em>} = 114, <em>n</em>_{<em>Study1</em>} = 62, <em>n</em>_{<em>Study2</em>} = 108).</div></div><div><h3>Methods</h3><div>A time-pressure and a no-choice design was used to examine the frequency of using standard strategies, and the accuracy and speed of using the standard and efficient strategies, respectively (Pilot study). Students completed a dual-inhibition task and a negative priming (NP) task (Study 1). Students’ strategy use was examined in a delayed NP adaptation and a delay intervention in the classroom (Study 2).</div></div><div><h3>Results</h3><div>Students used standard strategies more frequently under time pressure, indicating the dominance of the standard strategy, even though using efficient strategies was faster. Their performance of using efficient strategies was impaired when inhibition resources were occupied; the observed NP effect reflected the inhibition of the standard strategy when using efficient strategies. A delay intervention improved students’ inhibition process and facilitated their flexibility performance.</div></div><div><h3>Conclusion</h3><div>This study revealed that applying the standard strategy is often the default tendency for solving algebra equations, and inhibitory control is critical in bridging the gap between possessing knowledge of various strategies and implementing them in mathematical practice.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102033"},"PeriodicalIF":4.7,"publicationDate":"2024-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142432971","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":"Adaptation of quizzing in learning psychology concepts","authors":"Niklas Obergassel ,&nbsp;Svenja Heitmann ,&nbsp;Axel Grund ,&nbsp;Stefan Fries ,&nbsp;Kirsten Berthold ,&nbsp;Julian Roelle","doi":"10.1016/j.learninstruc.2024.102028","DOIUrl":"10.1016/j.learninstruc.2024.102028","url":null,"abstract":"<div><h3>Background</h3><div>In the domain of psychology, declarative concepts are a core component of the foundational knowledge that is to be learned. A promising means to enhance retention and comprehension of such concepts is to provide learners with open-ended quiz questions and corrective feedback (i.e., practice quizzing). As adapting quiz question complexity to the individual learners can increase the benefits of practice quizzing, in previous research adaptations based on the real-time process measures of cognitive load ratings and of self-assessed quizzing performance during quizzing have been developed. To date, however, it is unclear whether and, if so, why the two types of adaptation differ in their effectiveness.</div></div><div><h3>Aims</h3><div>The main goal of the present study was to compare the two adaptation mechanisms in learning declarative psychology concepts via practice quizzing.</div></div><div><h3>Sample</h3><div>Participants were <em>N</em> = 177 university students.</div></div><div><h3>Methods</h3><div>After watching an e-lecture on new declarative psychology concepts, the learners were randomly assigned to either note-taking or to responding to quiz questions. The complexity of the quiz questions was increased either according to a preset sequence, or dependent on subjective cognitive load, self-assessed quizzing performance, or both.</div></div><div><h3>Results</h3><div>Cognitive-load-adapted quizzing was most effective. These benefits were mediated via higher levels of knowledge whenever increases in quiz question complexity were suggested by the adaptation mechanism/took place in the preset sequence, which fostered quizzing performance, which, in turn, fostered learning outcomes.</div></div><div><h3>Conclusions</h3><div>This study shows that simple cognitive load ratings are a promising basis for adapting practice quizzing in learning declarative psychology concepts.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102028"},"PeriodicalIF":4.7,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142417431","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":"After initial acquisition, problem-solving leads to better long-term performance than example study, even for complex tasks","authors":"Sterre K. Ruitenburg ,&nbsp;Kevin Ackermans ,&nbsp;Paul A. Kirschner ,&nbsp;Halszka Jarodzka ,&nbsp;Gino Camp","doi":"10.1016/j.learninstruc.2024.102027","DOIUrl":"10.1016/j.learninstruc.2024.102027","url":null,"abstract":"<div><h3>Background</h3><div>Successful implementation of effective acquisition strategies (e.g., example study, problem-solving) could help improve mathematics performance. However, it is not yet fully understood <em>when</em> each acquisition strategy should be used, despite the practical value of this knowledge for mathematics textbook authors, teachers, and students.</div></div><div><h3>Aims</h3><div>Building upon two recent perspectives on when example study and problem-solving are beneficial, we proposed that the optimal acquisition strategy could depend on both task complexity and retention interval (i.e., time between the final practice opportunity and the test). We conducted a multi-classroom experiment to test this proposition.</div></div><div><h3>Sample</h3><div>166 typically-developing Dutch fifth-grade students participated (<em>M</em>_age = 11.14 years; 42.2% boys).</div></div><div><h3>Methods</h3><div>We used a 2 (Task Complexity: simple vs. complex) x 2 (Acquisition Strategy: example study vs. problem-solving) x 2 (Retention Interval: 5 min vs. 1 week) between-subjects design with problem-solving performance as dependent variable.</div></div><div><h3>Results</h3><div>There was no evidence for the hypothesised three-way interaction effect of task complexity, acquisition strategy, and retention interval. However, there was evidence for the hypothesised two-way interaction effect of acquisition strategy and retention interval, <em>independent</em> of task complexity. More specifically, after 5 min, there was no statistically significant performance difference between students studying worked examples and those solving practice problems, but after 1 week, students solving practice problems outperformed those studying worked examples.</div></div><div><h3>Conclusions</h3><div>Our findings imply that, after initial acquisition, problem-solving leads to better long-term problem-solving performance than example study. This holds true even for a relatively complex task and with limited instruction.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102027"},"PeriodicalIF":4.7,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142417430","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":"Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review","authors":"Danielle N. Berry ,&nbsp;Molly L. Taylor ,&nbsp;Korinthia D. Nicolai ,&nbsp;Alison C. Koenka ,&nbsp;Nicole Barnes ,&nbsp;Luciana C. de Oliveira ,&nbsp;Sharon Zumbrunn","doi":"10.1016/j.learninstruc.2024.102022","DOIUrl":"10.1016/j.learninstruc.2024.102022","url":null,"abstract":"<div><h3>Background</h3><div>To become proficient readers and writers, both multilingual and monolingual learners must engage with feedback – a precursor to learning and motivational outcomes. Given the importance of feedback to effective literacy learning, students’ perceptions of literacy feedback are critical factors in feedback uptake. However, it is unclear how students perceive literacy feedback.</div></div><div><h3>Aims</h3><div>We synthesized students’ perceptions of feedback in reading and writing domains across kindergarten through higher education among both monolingual and multilingual learners.</div></div><div><h3>Methods</h3><div>We systematically reviewed 138 empirical reports.</div></div><div><h3>Results</h3><div>We present descriptive characteristics, common conceptualizations and operationalizations of feedback perceptions, and themes across feedback perceptions results. Finally, we discuss how students’ literacy feedback perceptions compare to research-based practices for providing literacy feedback, how feedback perceptions may fit into existing literacy and feedback theoretical frameworks, and how student identities, particularly those of multilingual learners, play a role in student feedback perceptions.</div></div><div><h3>Conclusions</h3><div>The extant K-20 reading and writing feedback perceptions literature rarely conceptualize the construct in a clear manner. Additionally, students' feedback perceptions become more negative and critical as they progress through school. Lastly, students – especially multilingual learners – held positive perceptions of written, audio, and video formats of feedback that were provided by their instructor.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102022"},"PeriodicalIF":4.7,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142328022","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":"Commonalities and differences in strategies for regulating motivation and emotion in academic settings: A within-person approach","authors":"Kristina Stockinger ,&nbsp;Ulrike E. Nett ,&nbsp;Markus Dresel","doi":"10.1016/j.learninstruc.2024.102009","DOIUrl":"10.1016/j.learninstruc.2024.102009","url":null,"abstract":"<div><h3>Background</h3><div>Motivation and emotion form important pillars of students’ educational experiences and, while representing distinguishable constructs, are closely intertwined. Consequently, it can be assumed that their regulation may be governed by similar mechanisms as well. From a theoretical perspective, MR and ER strategy taxonomies do contain overlap, particularly among strategies involving reappraisals of personal competencies, but also unique (i.e., non-overlapping) strategies. Empirically, however, motivational regulation (MR) and emotion regulation (ER) have had little intersection in prior research and stem from rather disconnected research traditions.</div></div><div><h3>Aims</h3><div>Building on previous work on the functional interplay between students’ motivation and emotion, we examined similarities and differences in MR and ER strategies and tested the assumption that MR strategies are also used to regulate emotions, and ER strategies to regulate motivation, in study situations.</div></div><div><h3>Sample</h3><div>Participants were 1,466 university students.</div></div><div><h3>Method</h3><div>Using a within-person design, students reported on their use of various strategies for managing regulatory problems involving either low motivation or negative emotions (anxiety, boredom).</div></div><div><h3>Results</h3><div>Using CFA and latent difference modeling, we found that strategy use was strongly correlated and differed little in terms of mean levels across motivational and emotional regulation problems. These correlations were even stronger, and mean differences smaller, than those found for regulatory problem distinctions within motivational and emotional problems.</div></div><div><h3>Conclusions</h3><div>The findings indicate that many designated MR and ER strategies as distinguished in current taxonomies may be relevant for managing both motivational and emotional problems and underscore the need for joint theoretical perspectives on MR and ER.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102009"},"PeriodicalIF":4.7,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142322948","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":"Other-self similarity, motivation, emotion, and learning","authors":"Misook Heo","doi":"10.1016/j.learninstruc.2024.102026","DOIUrl":"10.1016/j.learninstruc.2024.102026","url":null,"abstract":"<div><h3>Background</h3><div>Effort investment is a critical component of learning and can be influenced by social comparisons, motivation, and emotion.</div></div><div><h3>Aims</h3><div>The current research investigated to what extent social comparisons and multimedia type associate with learning performance, as well as motivation and emotion, while controlling for spatial ability.</div></div><div><h3>Samples</h3><div>Participants were 129 (Study 1) and 138 (Study 2) female undergraduate students.</div></div><div><h3>Methods</h3><div>Participants were randomly assigned to study groups that received different visual interventions and multimedia types. The visual interventions showing learning progress in terms of effort were the same for both studies. However, in Study 2, the visual interventions with social comparison information also included textual other-self similarity information.</div></div><div><h3>Results</h3><div>Study 1 showed no significant main effects of the visual interventions or multimedia type on task performance. As expected, spatial ability was associated with task performance. Motivation declined over time in all study groups. While Study 2 also showed no significant main effects, spatial ability did not covary with task performance. Motivation and emotion increased over time in all study groups except for the control group. These findings suggest that other-self similarity information is associated with motivation and emotion, as well as learning outcomes independent of spatial ability.</div></div><div><h3>Conclusions</h3><div>The research offers unique empirical evidence of the influence of effort feedback when accompanied by other-self similarity information on motivational-affective consequences and cognitive performance.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102026"},"PeriodicalIF":4.7,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142323121","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 dynamic relations between second language students’ classroom engagement and task value belief: A longitudinal study","authors":"Hoi Vo ,&nbsp;Thi Thu Hien Hoang ,&nbsp;Guanglun Michael Mu","doi":"10.1016/j.learninstruc.2024.102025","DOIUrl":"10.1016/j.learninstruc.2024.102025","url":null,"abstract":"<div><h3>Background</h3><div>Student engagement and subjective task value belief are critical psychological constructs driving the second language (L2) learning process. L2 research has established the positive effect of subjective task value belief on student engagement in the L2 classroom, while the reverse effect has received some theoretical and empirical support in the broader field of educational psychology. However, theoretically grounded empirical work on testing the reciprocal relationship between these two constructs remains absent in L2 research.</div></div><div><h3>Aim</h3><div>This study sought to examine the longitudinal reciprocal relationship between L2 students’ classroom engagement and their subjective task value belief – the relationship that is neither sufficiently theorized nor empirically tested in the L2 learning context.</div></div><div><h3>Sample</h3><div>Data were collected across three time points over an academic semester from 920 undergraduate students learning English as a foreign language in Vietnam.</div></div><div><h3>Method</h3><div>Random intercept cross lagged panel modelling was conducted to examine the carry-over (or autoregressive) effects of L2 students' subjective task value belief (or their classroom engagement) at one time on itself at a subsequent time, as well as the concurrent effects and spill-over (or cross-lagged) effects of L2 students’ subjective task value belief on their classroom engagement and vice versa.</div></div><div><h3>Result</h3><div>L2 students’ classroom engagement and their subjective task value belief not only co-varied within individuals concurrently, but variation in one construct led to subsequent variation in another over the semester.</div></div><div><h3>Conclusion</h3><div>Findings confirm the dynamic, situation- and time-specific patterns of relationship between the two constructs in line with the expectancy value theory (Eccles &amp; Wigfield, 2020a) and the development-in-sociocultural context model of student engagement (Wang, Henry, &amp; Degol, 2020).</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102025"},"PeriodicalIF":4.7,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142319651","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}