British Educational Research Journal最新文献_第3页

Students' sense of belonging and authenticity in higher education 学生在高等教育中的归属感和真实性

IF 3 3区教育学

British Educational Research Journal Pub Date : 2025-01-06 DOI: 10.1002/berj.4114

Anne-Roos Verbree, Marieke van der Schaaf, Leoniek Wijngaards-de Meij, Gönül Dilaver

{"title":"Students' sense of belonging and authenticity in higher education","authors":"Anne-Roos Verbree, Marieke van der Schaaf, Leoniek Wijngaards-de Meij, Gönül Dilaver","doi":"10.1002/berj.4114","DOIUrl":"https://doi.org/10.1002/berj.4114","url":null,"abstract":"Sense of belonging entails students' comfort level in the classroom and experienced faculty and peer support. A diminished sense of belonging can hamper academic performance. Therefore, it is important to know which student groups may experience weaker belonging and whether these disparities extend to students' authenticity, or perception they can be true to themselves. This survey research examines student differences in sense of belonging and authenticity by gender, sexual orientation, ethnicity, religion, disabilities, extracurricular involvement, parental education, prior education, study year and school. We also examined whether belonging and authenticity were related to students' self-reported academic performance. Our sample (N = 4473) consisted of Dutch undergraduate and graduate students. Data analysis employing structural equation modelling showed that male students felt more comfortable in the classroom and students with disabilities experienced less sense of belonging and authenticity than their peers. Extracurricular involvement enhanced students' belonging and authenticity. Being part of multiple minority groups impaired aspects of students' belonging and authenticity. Sense of belonging and the experienced room for authenticity positively and independently predicted academic performance. We conclude that fostering both belonging and authenticity is crucial for all students, but especially for minority students. We suggest educators foster students' sense of belonging and authenticity, which can enhance academic performance and promote educational equality and opportunities for all students. Stimulating extracurricular involvement or others forms of non-academic participation is promising to contribute to this goal.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1097-1127"},"PeriodicalIF":3.0,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4114","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144503085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Can AI replace humans? Comparing the capabilities of AI tools and human performance in a business management education scenario 人工智能能取代人类吗？在商业管理教育场景中比较人工智能工具的能力和人类的表现

IF 3 3区教育学

British Educational Research Journal Pub Date : 2025-01-02 DOI: 10.1002/berj.4111

Dinuka B. Herath, Egena Ode, Gayanga B. Herath

{"title":"Can AI replace humans? Comparing the capabilities of AI tools and human performance in a business management education scenario","authors":"Dinuka B. Herath, Egena Ode, Gayanga B. Herath","doi":"10.1002/berj.4111","DOIUrl":"https://doi.org/10.1002/berj.4111","url":null,"abstract":"This study provides a comparative assessment of the capabilities of leading artificial intelligence (AI) tools and human participants in a business management education context. Specifically, we (a) assess how well current language models perform in providing answers to standardised essay-type assessments in a business and management education context, (b) examine the efficacy of emergent tools in detecting AI-generated texts and (c) evaluate online AI rewriting and paraphrasing tools and their efficacy in evading detection. Using an exploratory qualitative design, this study generated and evaluated 15 standard essays using ChatGPT (n = 5), Bard (n = 5) and human (n = 5). A comparison is provided between the average performance of AI-derived essays and that of ChatGPT-generated essays across all five essays. The results suggest that AI-generated content can achieve reasonably high marks in management and business assessments. According to the findings of the study, AI's performance is highly influenced by the types of prompts used, the user's experience and the degree to which the user can discern between relevant and irrelevant content. According to the findings, Turnitin's AI detection tool is highly effective at detecting content that has been created by AI, but the effectiveness is reduced by rewriters. The Turnitin AI detection tool, however, is significantly more effective at identifying content generated by Bard compared with content generated by ChatGPT. According to the results, ChatGPT produced better results when the user provided a clear context, outlined the topic and expectations, divided the assessment tasks into sections and fed the prompts in a conversational manner to train the model. By utilising AI chatbots effectively, traditional teaching and assessment methods can be supplemented with targeted and engaging learning experiences.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1073-1096"},"PeriodicalIF":3.0,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4111","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144502991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Achievement vs. engagement: Providing support in socially disadvantaged schools 成就与参与：为社会弱势学校提供支持

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-12-31 DOI: 10.1002/berj.4105

Jana Obrovská, Martin Majcík, Jaroslava Simonová

{"title":"Achievement vs. engagement: Providing support in socially disadvantaged schools","authors":"Jana Obrovská, Martin Majcík, Jaroslava Simonová","doi":"10.1002/berj.4105","DOIUrl":"https://doi.org/10.1002/berj.4105","url":null,"abstract":"Educational inequalities persist between students of low socioeconomic status and their more affluent peers. At the same time, there is evidence of positive relations between student engagement and achievement. This multiple case study investigates a national project aimed at increasing student engagement and achievement through post-Covid-19 support focused on disadvantaged schools in the Czech Republic. School staff perceived poor attendance, low student motivation and discipline problems as the most challenging issues to be addressed through project support measures. Attendance problems are tackled mainly through experiential activities; motivation and discipline problems are usually addressed by personnel positions. We argue that the selected measures aimed predominantly to support student emotional and behavioural engagement; strategies to enhance cognitive engagement and student achievement were sidelined. Paradoxically, student engagement may become a goal in itself rather than being inscribed into learning outcomes. Implications for programme support and school improvement research are suggested.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"1039-1072"},"PeriodicalIF":3.0,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4105","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Levelling down? Understanding the decline of the maintained nursery sector in England 水准?了解英国维持托儿所部门的衰落

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-12-25 DOI: 10.1002/berj.4104

Kitty Stewart, Ludovica Gambaro, Mary Reader

{"title":"Levelling down? Understanding the decline of the maintained nursery sector in England","authors":"Kitty Stewart, Ludovica Gambaro, Mary Reader","doi":"10.1002/berj.4104","DOIUrl":"https://doi.org/10.1002/berj.4104","url":null,"abstract":"Early education provision in the state-maintained sector has historically played an important role in ensuring equitable access to high-quality early education in England. These settings have higher qualification requirements than other providers, and as they have been concentrated in areas of higher disadvantage, children from lower income households have been more likely to attend them. This paper shows that this phenomenon is changing: children from lower income households are considerably less likely to attend maintained settings than they were in 2010. Their higher likelihood compared with other children is also declining, while the share attending private nursery settings has increased sharply. Using the National Pupil Database, the paper explores the reasons why, identifying three main factors: a general decline in maintained provision across the country, probably linked to changes in national funding practices; changes in the geography of poverty; and the extension of free early education places to disadvantaged 2-year-olds, which inadvertently led to children entering and remaining in lower quality settings. The paper illustrates the inherent trade-off policymakers face between expanding early childhood education and care provision and maintaining the quality necessary for services to function as social investment. It contributes both to early childhood education and care policy studies in England and to the wider international literature on mixed economy approaches to early childhood education and care.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"1009-1038"},"PeriodicalIF":3.0,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding the awarding gap through the lived experiences of minority ethnic students: An intersectional approach 通过少数民族学生的生活经历来理解奖励差距：一个交叉的方法

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-12-24 DOI: 10.1002/berj.4108

Leslie Morrison Gutman, Fatima Younas

{"title":"Understanding the awarding gap through the lived experiences of minority ethnic students: An intersectional approach","authors":"Leslie Morrison Gutman, Fatima Younas","doi":"10.1002/berj.4108","DOIUrl":"https://doi.org/10.1002/berj.4108","url":null,"abstract":"In UK universities, there is a long-standing gap in degree award outcomes for undergraduate students with white British students more likely to graduate with a ‘good degree’ (first or upper second class) than British students from minority ethnic backgrounds. Given its complex, systemic nature, researchers have highlighted the importance of adopting holistic, intersectional and exploratory approaches that are solution-focused. However, few qualitative studies provide a voice to minoritised students with regards to describing their individual experiences and their own suggestions for change. Through interviews and an advisory group session, this qualitative study explores the lived experiences of 14 minority ethnic undergraduate female students attending a large, public research university in the UK. The findings generated key themes with intersectional dimensions including gender, nationality, immigrant status, socioeconomic status and educational background including biased attitudes and stereotypes, feelings of being underestimated and needing to work harder, the need for greater diversity, and feelings of disconnection and lack of integration with other minority ethnic students. Participants also shared their perceptions of the awarding gap and proposed strategies for addressing the gap, including raising awareness, increasing diversity among teaching staff, enhancing academic resources and fostering connection among peers. By capturing the racialised narratives of students, this research sheds light on the pervasive biases, stereotypes and systemic issues that contribute to the gap. Through these efforts, the study aims to foster a more inclusive and equitable educational environment, ultimately contributing to the elimination of the degree awarding gap at universities.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"990-1008"},"PeriodicalIF":3.0,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4108","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Predatory competition, student expectations, unclear purpose: University leaders’ perceptions of the ‘neoliberal future’ of higher education in Brazil 掠夺性竞争、学生期望、不明确的目的：大学领导对巴西高等教育“新自由主义未来”的看法

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-12-22 DOI: 10.1002/berj.4107

Marcello Romani-Dias, João Lins Pereira Filho, Gabriela Fracasso Moraes, Aline dos Santos Barbosa, Fernando Eduardo Kerschbaumer, Danielle Denes dos Santos

{"title":"Predatory competition, student expectations, unclear purpose: University leaders’ perceptions of the ‘neoliberal future’ of higher education in Brazil","authors":"Marcello Romani-Dias, João Lins Pereira Filho, Gabriela Fracasso Moraes, Aline dos Santos Barbosa, Fernando Eduardo Kerschbaumer, Danielle Denes dos Santos","doi":"10.1002/berj.4107","DOIUrl":"https://doi.org/10.1002/berj.4107","url":null,"abstract":"This study examines the role of predatory competition, student expectations and unclear institutional purposes in shaping the main management challenges present in Brazilian universities. The study explores the experiences, perceptions and recommendations of 42 rectors and academic directors working in Brazilian universities regarding the future of higher education in the country. In-depth interviews with these university leaders generated 482 pages of transcripts, analysed inductively and based on the content analysis technique. The data analysis indicates that managers, especially those who work in more recent private universities and do not belong to the large educational groups that dominate higher education in Brazil, will possibly face the greatest management challenges. The study results indicate the complex academic environment of Brazilian higher education institutions, dominated by harmful neoliberal principles, and characterised by low collaboration between higher education institutions, price wars, difficulty in differentiation, neglect of student expectations, conflicting interests, questioned legitimacy and institutional instability. The study offers recommendations for Brazilian universities to orient themselves towards the ‘neoliberal future’, especially by adopting a strategy to expand their educational services based on constant dialogue with the market, developing modern service management that focuses on people and improves the experience of its students, and defining a clear institutional purpose aligned with the demands of society and more deeply with the principles of sustainability and social responsibility.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"949-968"},"PeriodicalIF":3.0,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An educated society is an ideas-informed society: A proposed theoretical framework for effective ideas engagement 一个受过教育的社会是一个思想知情的社会：一个有效的思想参与的理论框架

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-12-22 DOI: 10.1002/berj.4110

Chris Brown, Ruth Luzmore

{"title":"An educated society is an ideas-informed society: A proposed theoretical framework for effective ideas engagement","authors":"Chris Brown, Ruth Luzmore","doi":"10.1002/berj.4110","DOIUrl":"https://doi.org/10.1002/berj.4110","url":null,"abstract":"The term ‘ideas-informed society’ describes democracies in which citizens believe in the value of staying well-informed and up-to-date with current affairs. They also put these beliefs into action: critically engaging with new ideas and perspectives, delving into scientific discoveries or emerging technologies and exploring aspects of history and culture. Likewise, they stay abreast of political, economic and health-related events, new products, new forms of media and so on. While ideas engagement can, in theory, lead to citizens becoming better informed, better able to engage in effective decision-making and better able to understand the world around them, these benefits do not reach everybody. Likewise, in the ideas ecosystem generally, we can often see ‘dark’ ideas winning through: resulting in less optimal outcomes for both citizens and nations. While interest in the notion of the ideas-informed society is burgeoning, we argue that, if future research is to be effectively positioned to support meaningful ideas engagement, what is now required is a theoretical frame to guide this research moving forward. We use this paper to argue for such a framework based on three principal elements: (1) whether individuals possess a prospective mindset, enabling them to value ideas engagement, as well as become more likely to commit to behaviours concomitant with ideas that have optimal and wide-reaching outcomes; (2) the features of individuals' social networks, and how these impact on citizens' access to ideas and the nature of their ideas engagement; and (3) individuals' levels of education and the extent to which the education people receive allows them to engage with ideas critically. As well as setting out the case for our proposed framework, we conclude by proposing future research to enable us to further specify and verify this framework as well as develop instruments to test it nationally and internationally.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"969-989"},"PeriodicalIF":3.0,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4110","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Navigating from industry to higher education: Practitioner transitions to academic life 从工业到高等教育的导航：从业者过渡到学术生活

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-12-20 DOI: 10.1002/berj.4109

Fran Myers, Jacqueline Baxter, Helen Selby-Fell, Andrés Morales Pachón

{"title":"Navigating from industry to higher education: Practitioner transitions to academic life","authors":"Fran Myers, Jacqueline Baxter, Helen Selby-Fell, Andrés Morales Pachón","doi":"10.1002/berj.4109","DOIUrl":"https://doi.org/10.1002/berj.4109","url":null,"abstract":"In this paper, we entwine sympathetic concepts of liminality and workplace identity to capture processual, agential and emotional elements of transition for established professionals from other sectors taking up academic careers in a digitised UK business school. We undertake interpretative analysis of explicit and latent responses through three core themes exploring processes of transition, agencies of transition and emotions of transition through anonymised interviews conducted with 15 participants coming in from a variety of industrial and service roles. With a rationale of better understanding barriers and ambiguities experienced during times of transition, the paper considers perceptions of ambiguity and flux experienced by those undertaking second careers in the context of marketised higher education, arguing that coming in from a profession is complex and unsettling. The paper argues for greater institutional focus on improving perceptions of belonging, valorisation and recognition for those negotiating the ritual and contested space of transition, particularly in light of increasing collaboration between academia and practice and growing student numbers in this space. It concludes that in the light of continued policy decisions embracing rapid growth in apprenticeship and other practice-based degree programmes, university managers need active strategies to retain and develop those from industry and other professional backgrounds.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"930-948"},"PeriodicalIF":3.0,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4109","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Doctoral students' well-being through the lens of social practice theory: An auto-photography study 社会实践理论视角下的博士生幸福感：一项自动摄影研究

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-12-19 DOI: 10.1002/berj.4086

Paul Joseph-Richard, Janet McCray

{"title":"Doctoral students' well-being through the lens of social practice theory: An auto-photography study","authors":"Paul Joseph-Richard, Janet McCray","doi":"10.1002/berj.4086","DOIUrl":"https://doi.org/10.1002/berj.4086","url":null,"abstract":"The aim of this study is to explore doctoral students' (DS) perceptions of social practices that contribute to their well-being. Utilising social practice theory, specifically the framework of social practices as an interplay of ‘materials’, ‘meanings’ and ‘competences’, we examine which social practices enhance DS well-being and the contexts in which these practices occur. We employ an auto-photography methodology. Twelve UK-based DS took photographs of places that relate to their well-being and participated in interviews to explain their photos. On completing a three-stage data analytic procedure, our findings show that DS well-being is shaped by social practices shared between students and supervisors, where informal settings and the significance of place play a crucial role. We demonstrate that such settings, both on and off campus, act as facilitators for the performance of well-being-enhancing practices. Instead of solely attributing DS well-being to micro-level individual choices or macro-level institutional factors, as is often conceptualised, we propose that scholars must focus on the dynamic interplay of social practices that shape DS well-being. By demonstrating how social practices connect micro-level experiences with macro-level structures, we provide a deeper understanding of what shapes well-being and highlight the essential role of place. Understanding these practices can inform targeted interventions and policies, ultimately enhancing well-being among doctoral students.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"897-929"},"PeriodicalIF":3.0,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4086","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Organizational and Psychological factors in teacher educators’ professional identity development: An empirical analysis 教师职业认同发展的组织与心理因素：实证分析

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-12-13 DOI: 10.1002/berj.4106

Umm E Farwa, Qiong Li, Juyan Ye, Muhammad Kaleem Khan, Salman Zulfiqar

{"title":"Organizational and Psychological factors in teacher educators’ professional identity development: An empirical analysis","authors":"Umm E Farwa, Qiong Li, Juyan Ye, Muhammad Kaleem Khan, Salman Zulfiqar","doi":"10.1002/berj.4106","DOIUrl":"https://doi.org/10.1002/berj.4106","url":null,"abstract":"This paper proposes a research model that explores and tests a mediated moderation model of teacher educator's professional identity (TEPI). The model assesses the link between (a) triggering factor (leadership support, professional socialisation, training & development) and TEPI; (b) psychological arousals (role clarity and transformative learning) and TEPI; and (c) institutional support as a moderator of the effect of aforesaid psychological arousals on TEPI. We used cross-sectional data to gauge these relationships via data obtained from teachers’ educators from higher education institutes in Pakistan. Most of the hypothesised associations are supported, and the model we proposed is viable. Leadership support, professional socialisation, and training and development of teacher educators ignite the development process of teacher educators, whereas role clarity and transformative learning positively moderate the aforementioned relationship. However, this study could not find a constructive role of institutional support in the role clarity–TEPI and transformative learning–TEPI nexuses.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"869-896"},"PeriodicalIF":3.0,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0