British Journal of Educational Psychology最新文献

Teachers, peers, and academic effort: How peer bullying victimization undermines the benefits of teacher support on students' persistence and effort. 教师、同伴和学业努力：同伴欺凌如何破坏教师支持对学生坚持和努力的好处。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-06-19 DOI: 10.1111/bjep.70004

İbrahim Dadandı

{"title":"Teachers, peers, and academic effort: How peer bullying victimization undermines the benefits of teacher support on students' persistence and effort.","authors":"İbrahim Dadandı","doi":"10.1111/bjep.70004","DOIUrl":"https://doi.org/10.1111/bjep.70004","url":null,"abstract":"Background: Enhancing student motivation and effort in learning environments is a pivotal concern for educators. While the positive effects of teacher support on students' academic self-efficacy beliefs and efforts are well documented, the potentially adverse interaction effects of peer bullying victimization within this context remain unclear.Aims: This study aimed to investigate the mediating role of mathematics self-efficacy in the relationship between teacher support and persistence and effort in mathematics (PEM), and to examine whether peer bullying victimization moderates both the direct and indirect associations between teacher support and PEM.Samples and methods: This cross-sectional study utilized data from Turkey obtained during the PISA 2022 assessment. The study sample consisted of 6997 (F = 49.3%, M = 50.7%) 15-year-old students from 196 schools participating in the PISA 2022 assessment in Turkey.Results: Results revealed that teacher support positively predicted PEM, and mathematics self-efficacy significantly mediated this relationship. However, peer bullying victimization played a significant moderating role in these associations, diminishing the positive predictive effects of teacher support and mathematics self-efficacy on PEM. Furthermore, the indirect impact of teacher support on PEM via mathematics self-efficacy weakened as levels of peer bullying victimization increased.Conclusions: These findings suggest that establishing a supportive educational environment that promotes student learning and motivation requires fostering positive interactions, not only between teachers and students but also among peers.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144327619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining students' current academic motivation in relation to peer interactions and social environment in the classroom using the Experience Sampling Method. 运用经验抽样法考察学生当前与同伴互动和课堂社会环境相关的学习动机。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-06-14 DOI: 10.1111/bjep.70002

Margarita Knickenberg, Carmen L A Zurbriggen

{"title":"Examining students' current academic motivation in relation to peer interactions and social environment in the classroom using the Experience Sampling Method.","authors":"Margarita Knickenberg, Carmen L A Zurbriggen","doi":"10.1111/bjep.70002","DOIUrl":"https://doi.org/10.1111/bjep.70002","url":null,"abstract":"Introduction: Current academic motivation is affected by personal and situational factors. This highlights the dynamic nature of academic motivation, which is shaped by its social contexts, particularly by peers at school.Aims: We investigated the relationships between peer interactions and three aspects of students' current academic motivation (positive activation, enjoyment of learning and concentration) in real learning situations in the classroom. We also examined whether and to what extent aspects of the social environment within the class (social classroom climate, the perceptions of peers and teachers as motivators) affected current motivation.Sample: The study involved NL2 = 145 fifth graders in secondary schools, who completed a total of NL1 = 3099 (M = 21.4 per student) short questionnaires on tablet computers during class in one school week.Method: The Experience Sampling Method was used to simultaneously measure students' aspects of current motivation and their peer interactions in class. In addition, the students reported on their social classroom climate and their perceptions of peers and teachers as motivators using a conventional questionnaire. Multilevel structural equation models were specified.Results: Results revealed considerable variability in aspects of current motivation. Students showed higher levels of current academic motivation when they interacted with peers compared to learning situations in which they did not interact with peers (i.e. when they studied alone), when they perceived a positive social classroom climate and when they perceived their peers as supportive.Discussion: The study underscores the situational dependence of students' current academic motivation and the central role of peers in aspects of current academic motivation.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144295365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Vocabulary knowledge is key to understanding and addressing disparities in higher education. 词汇知识是理解和解决高等教育差异的关键。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-06-13 DOI: 10.1111/bjep.70000

Selma Babayiğit, Danijela Trenkic

{"title":"Vocabulary knowledge is key to understanding and addressing disparities in higher education.","authors":"Selma Babayiğit, Danijela Trenkic","doi":"10.1111/bjep.70000","DOIUrl":"https://doi.org/10.1111/bjep.70000","url":null,"abstract":"Background: Persistent degree-awarding gaps exist in UK universities along the lines of domicile (UK vs. non-UK) and ethnicity (white British vs. ethnic minority). Although both intersect with language (English as a first or second language), research on the role of language in academic disparities in higher education remains sparse.Aims: We sought to examine English language proficiency and literacy skills, academic performance, and perceptions among three groups of UK undergraduates: international students with English as a foreign language (EFL), home students with English as an additional language (EAL), and students with English as their first language (L1E).Sample: We recruited 182 UK-based undergraduate students (60 EFL, 59 EAL and 63 L1E).Method: We used psychometric tests to compare participants' cognitive, language and literacy profiles and conducted a survey to explore their perceptions. Average marks served as a proxy for academic performance.Results: There was an L1E advantage in English proficiency and time-restricted literacy tasks. Specifically, smaller English vocabulary was associated with the EAL and EFL groups' slower reading and writing speed, with both vocabulary and speed contributing to lower essay quality and academic marks. Survey responses supported these findings: more EAL and EFL than L1E students reported challenges with English skills and concerns with their impact on academic performance.Conclusions: Vocabulary knowledge and its fundamental effect on reading and writing skills remain crucial to understanding and addressing disparities in academic performance in higher education. Much remains to be done to level the playing field at UK universities.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144287099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Revealing teaching quality through lesson semantics: A GPT-assisted analysis of transcripts. 通过课程语义揭示教学质量：gpt辅助的成绩单分析。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-06-10 DOI: 10.1111/bjep.70001

Richard Göllner, Rebecca Lazarides, Philipp Stark

{"title":"Revealing teaching quality through lesson semantics: A GPT-assisted analysis of transcripts.","authors":"Richard Göllner, Rebecca Lazarides, Philipp Stark","doi":"10.1111/bjep.70001","DOIUrl":"https://doi.org/10.1111/bjep.70001","url":null,"abstract":"Background: Existing conceptions of teaching quality assume that classroom interactions serve as the foundation for effective teaching. The resulting data necessitates analytical approaches capable of extracting the semantics of these interactions.Aim: This study investigates whether and to what extent lesson semantics provide insights into teaching quality (i.e., cognitive engagement, encouragement and warmth, multiple approaches, and the nature of discourse). To achieve this, GPT-4 was applied as a tool for analysing lesson transcripts.Sample: The study is based on data from the TALIS Video study, which included N = 50 teachers delivering two consecutive mathematics lessons in 9th grade. Teaching quality was annotated by trained observers across multiple dimensions.Method: The analysis involved embedding segmented lesson transcripts to examine their semantic characteristics and associations with human annotations of teaching quality. Additionally, we applied content-informed prompting to evaluate the interpretability of semantic characteristics for the considered dimensions.Results: GPT-4 identified five distinct semantic representations of transcripts, varying at both the teacher and lesson levels. These representations were related to teaching quality, accounting for up to 20% of variance in teaching quality annotations. Content-informed prompting aligned lesson segments more closely with semantic representations, supporting their interpretability.Conclusion: The findings suggest that lesson semantics serve as indicators of teaching quality, offering a promising approach to understanding effective classroom learning.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144267873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Peer cooperation and competition are both positively linked with mastery-approach goals: An achievement goal perspective. 同伴合作和竞争都与掌握方法目标呈正相关：成就目标视角。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-06-09 DOI: 10.1111/bjep.12784

Yikang Chen, Jiajing Li, Harold Chui, Ronnel B King

{"title":"Peer cooperation and competition are both positively linked with mastery-approach goals: An achievement goal perspective.","authors":"Yikang Chen, Jiajing Li, Harold Chui, Ronnel B King","doi":"10.1111/bjep.12784","DOIUrl":"https://doi.org/10.1111/bjep.12784","url":null,"abstract":"Background: Research on the predictors of mastery-approach goals has focused primarily on the role of internal psychological and teacher-related factors. However, the role of one's peers, specifically peer cooperation and competition, has seldom been explored.Aims: Peer cooperation and competition could be studied at either the individual- or school-level. The present study examined whether individual-level and school-level peer cooperation and competition were associated with mastery-approach goals.Sample: Data came from 565,732 students nested within 20,227 schools across 75 countries.Methods: Doubly latent multilevel structural equation modelling was used. We modelled peer cooperation and competition at both the individual and school levels.Results: In line with expectations, both individual-level and school-level peer cooperation were positively associated with mastery-approach goals. Surprisingly, individual and school-level peer competition were also positively linked with mastery-approach goals. It seems that viewing competition as purely maladaptive might be an oversimplification, as competition among peers might also facilitate self-improvement and mastery.Conclusion: This study highlights the importance of peers in students' pursuit of mastery-approach goals. Furthermore, it emphasizes the importance of peer cooperation and the need for a more nuanced consideration of peer competition.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144259322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Research-practice partnerships in education: Benefits, challenges, methodological considerations and key enablers for change. 教育中的研究与实践伙伴关系：利益、挑战、方法考虑和变革的关键推动因素。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-05-29 DOI: 10.1111/bjep.12785

Sarah McGeown, Simon Sjölund

{"title":"Research-practice partnerships in education: Benefits, challenges, methodological considerations and key enablers for change.","authors":"Sarah McGeown, Simon Sjölund","doi":"10.1111/bjep.12785","DOIUrl":"https://doi.org/10.1111/bjep.12785","url":null,"abstract":"Background: Research-practice partnerships reflect collaborations between researchers and practice-based professionals to co-produce new research knowledge and are often cited as one way to narrow the widely recognized gap between research and practice. Within the context of education, research-practice partnerships draw upon the knowledge, expertise and experience of researchers and practice professionals with the aim of co-producing methodologically robust and educationally relevant research aligned with priorities of practice. Over the last decade, this methodological approach has been gaining traction, yet it is not without its challenges and methodological considerations, which need to be understood and carefully navigated as this trajectory seems set to continue.Aims: This article reviewed the benefits, challenges and methodological considerations associated with research-practice partnerships, and proposes four key enablers-infrastructure, funding, training and incentives-for research-practice partnerships to be optimally introduced, embedded and sustained.Methods: Drawing upon the research literature and diverse examples of infrastructure, funding, training and incentives across different European contexts, specifically Sweden, Norway, Germany, England and Scotland, this article aimed to synthesize academic and real-world insights to advance knowledge and thinking in this area.Conclusions: This article provides a contemporary account of key enablers that can initiate, develop, and sustain research-practice partnerships, drawing on insights from the research literature and illustrative examples of existing structures. In doing so, it aims to make a significant contribution to knowledge, thinking and potentially practice, as we work more collectively and productively together to reduce education inequalities and improve the educational experiences and outcomes of children and young people.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perceived peer support, motivational self-regulation and academic achievement in adolescents. 感知同伴支持、动机自我调节与青少年学业成就。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-05-19 DOI: 10.1111/bjep.12783

E Villar, E Real-Deus, Z Martínez-López, M E Mayo, C Tinajero

{"title":"Perceived peer support, motivational self-regulation and academic achievement in adolescents.","authors":"E Villar, E Real-Deus, Z Martínez-López, M E Mayo, C Tinajero","doi":"10.1111/bjep.12783","DOIUrl":"https://doi.org/10.1111/bjep.12783","url":null,"abstract":"Background: According to the Self-Determination Theory, satisfaction of basic psychological needs for relatedness, competence and autonomy is a necessary basis of motivational self-regulation in students. Supportive academic contexts are expected to satisfy these basic needs.Aims: We aimed to explore the mediating effect of motivational self-regulation strategies in the relationships between the provisions of emotional support, guidance and reassurance of worth from peers and academic achievement in adolescents.Sample and methods: A total of 463 students enrolled in compulsory secondary education were recruited for the study. The students completed self-report measures of perceived social support and motivational self-regulation strategies, and their academic grades were noted. The data obtained were examined by regression mediational analysis.Results: Overall, peer support had a significant effect on self-regulated motivation. Several motivational regulation strategies had a mediating effect on the relationship between perceived support from peers and academic achievement.Conclusions: Considering the nature of the mediational strategies, peers seem to encourage autonomous types of regulation and address the lack of motivation in students. Thus, in the light of our findings, peer support must be considered in creating a classroom climate that is conducive to engagement and learning.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144103093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Does working memory moderate the effect of fading on math performance? 工作记忆是否能缓和记忆衰退对数学成绩的影响？

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-05-06 DOI: 10.1111/bjep.12781

Dana Miller-Cotto, Josh Medrano

{"title":"Does working memory moderate the effect of fading on math performance?","authors":"Dana Miller-Cotto, Josh Medrano","doi":"10.1111/bjep.12781","DOIUrl":"https://doi.org/10.1111/bjep.12781","url":null,"abstract":"Background: Cognitive load theory suggests that novice learners may have limited working memory capacity; thus, difficult materials may impose cognitive load and prevent learning. To remedy this, proponents have suggested using various forms of worked examples to reduce cognitive load, such as fading or sequentially removing steps of a problem until the learner is solving it on their own. However, it's unclear how working memory may moderate the effect of these instructional strategies.Aims: This study examined whether working memory influences performance on faded worked examples.Methods: In the current study, 6th-grade participants (N = 114) were randomly assigned to (1) worked examples with self-explanation prompts, (2) fading with self-explanation prompts, (3) fading, and finally (4) problem-solving only conditions and assigned three links of homework (pretest, 3 days of the intervention, posttest) on geometry problems. An online computer tutor, ASSISTments, administered assignments.Results: Results indicated significant differences in posttest performance amongst conditions, with fading demonstrating the largest effect sizes from pre to posttest. Further, only prior knowledge moderated the effect of fading.Conclusions: Findings regarding theory and practical implications are discussed, such as specific recommendations for designing materials with working memory in mind.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144057040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Team teachers' lesson-specific emotions and perceived instructional quality-Results of a diary study. 团队教师的课专情绪与感知教学质量——日记研究的结果。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-05-03 DOI: 10.1111/bjep.12782

Gerda Hagenauer, Franziska Muehlbacher, Christoph Helm, Christoph Weber

{"title":"Team teachers' lesson-specific emotions and perceived instructional quality-Results of a diary study.","authors":"Gerda Hagenauer, Franziska Muehlbacher, Christoph Helm, Christoph Weber","doi":"10.1111/bjep.12782","DOIUrl":"https://doi.org/10.1111/bjep.12782","url":null,"abstract":"Background: Team teaching is a common practice in many schools. However, there is a lack of empirical evidence on how teachers' positive and negative affect triggered by their team-teaching partners is related to the (perceived) instructional quality.Aim: Therefore, our goal was to investigate how positive and negative affect correlates with relevant indicators of instructional quality at a situational (i.e., lesson-specific) level and whether spillover effects can be observed from one lesson to the next.Sample: Forty-seven Austrian teachers participated in this longitudinal study, producing a total of 652 diary entries.Methods: The teachers wrote diary entries after each team-teaching lesson. They rated their positive and negative affect, as well as four indicators of instructional quality (i.e., time management, clarity, differentiation and teacher-student relationship).Results: Clear links between teachers' affect and the perceived instructional quality were found at the within-person level. The associations were less strong at the between-person level. Spillover effects were also found, confirming the reciprocity of affect and teaching behavior.Conclusions: Emotions are evoked not only by students but also by team-teaching partners. It is therefore important to provide teachers who engage in team teaching with training on socioemotional skills (e.g., conflict management, emotional communication).","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144031774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Academic Threat Appraisal Ratio Scale (ATARS): Insights into attainment, academic progression, and retention in higher education. 学业威胁评估比率量表（ATARS）：对高等教育成就、学业进步和留校率的洞察。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-05-03 DOI: 10.1111/bjep.12780

Simon Cassidy

{"title":"The Academic Threat Appraisal Ratio Scale (ATARS): Insights into attainment, academic progression, and retention in higher education.","authors":"Simon Cassidy","doi":"10.1111/bjep.12780","DOIUrl":"https://doi.org/10.1111/bjep.12780","url":null,"abstract":"Background: Previous studies examining threat appraisal and the influence of stress on human performance conclude that a challenge state leads to better performance than a threat state. Despite its potential, threat appraisal, particularly using self-report measures, has been the subject of limited investigation in applied higher educational contexts.Aims: The study explored the potential of self-report academic threat appraisal to explain academic progression and drop out in first-year students and investigated associations between self-report academic threat appraisal and relevant non-cognitive factors.Sample: The sample comprised 186 first-year undergraduate university students.Method: Students completed a newly adapted self-report threat appraisal measure, the Academic Threat Appraisal Ratio Scale (ATARS), at the beginning of their degree course. End-of-year grade point average and academic progression were also measured along with self-report measures of academic self-efficacy, academic resilience, grit, and mindset.Results: Findings revealed that a significantly greater proportion of students eliciting a challenge state progressed at first attempt, and of those students failing to progress at first attempt, a significantly greater proportion had elicited a threat state (χ2 (1) = 4.445, p = .035). Furthermore, academic threat appraisal was identified as a significant predictor of academic progression, while academic self-efficacy was identified as a significant predictor of academic threat appraisal.Conclusions: Evidence supports self-report academic threat appraisal as a significant factor in student attainment and academic progression in higher education, suggesting that the ATARS offers a relatively simple, valid, and scalable tool for early screening of students, enabling targeted student support.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143991527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0