Acta Psychologica最新文献

{"title":"Artificial neural network prediction of Indonesian mothers' emotional well-being: The role of social support, quality of life, and sharenting behavior.","authors":"Wulan Patria Saroinsong, Chinun Boonroungrut","doi":"10.1016/j.actpsy.2026.107967","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107967","url":null,"abstract":"<p><p>Within the framework of the stress-buffering model and ecological systems theory, the increasing integration of digital engagement into motherhood underscores the need to understand how psychosocial and technological factors relate to maternal mental health. This study examined the associations of demographic factors, social support, quality of life (QoL), and sharenting behavior with Indonesian mothers' emotional well-being (EWB). A cross-sectional survey was conducted with 300 Indonesian mothers aged 21-55 years who had children aged 0-8 years. Pearson correlations were used to examine bivariate associations, and an artificial neural network (ANN) was used to classify participants into below-median and above-median EWB groups based on a median split, using demographic, psychosocial, and sharenting-related predictors. EWB was positively associated with QoL (r = 0.68, p < .01), social support (r = 0.51, p < .01), and sharenting behavior (r = 0.41, p < .01), representing large, large, and moderate associations, respectively. The ANN was used as a flexible predictive approach capable of accommodating potentially nonlinear and non-additive relationships among predictors. The model achieved classification accuracies of 84.4% in the training set, 82.9% in the testing set, and 75.9% in the holdout set. QoL, sharenting behavior, and social support showed the highest relative importance for EWB classification, with normalized importance values of 100%, 60.8%, and 58.8%, respectively. In contrast, all demographic variables had normalized importance values below 50%. Classification accuracy was higher for mothers in the above-median EWB group than for those in the below-median EWB group. Receiver operating characteristic analysis indicated discrimination above chance. These findings may inform psychoeducational and parent-education programs designed to strengthen mothers' social support, enhance adaptive coping and QoL, and promote reflective, developmentally appropriate, and privacy-conscious digital parenting practices.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107967"},"PeriodicalIF":3.8,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149206346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceived parenting styles, adult attachment, and emotional intelligence in Indian young adults: A parallel mediation approach.","authors":"Tanjil Chakarwarti, Madhu Jakhar, Navkiran Kalsi, Rajnish Kumar Gupta","doi":"10.1016/j.actpsy.2026.108003","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.108003","url":null,"abstract":"<p><p>Emotional intelligence (EI) plays a vital role in how young adults navigate relationships, academic pressures, and personal growth. While family environments are widely recognized as foundational to emotional development, the associations between perceived parenting, adult attachment, and EI in adulthood remain underexplored, particularly in non-Western contexts. Therefore, this study investigated the association between perceived parenting styles and EI among Indian young adults and examined whether adult attachment dimensions explain these associations. A sample of 151 healthy young adults (aged 18-25 years; 90 females, 61 males) from educational institutions across the Indian subcontinent completed standardized self-report measures of perceived parenting style, adult attachment, and EI. Correlation analyses revealed that perceived authoritative parenting was significantly and positively associated with EI, while authoritarian and permissive parenting showed weak, non-significant negative trends. At the attachment level, EI was positively associated with the close dimension and negatively associated with the anxiety dimension, with no significant association with the depend dimension. Parallel mediation analyses indicated that authoritative parenting exerted a strong direct effect on EI; the combined indirect effect through attachment was non-significant. Notably, the depend dimension acted as a competitive suppressor, weakening the positive parenting-EI path. Authoritarian parenting had no significant total or indirect effects on EI. These findings suggest that growing up with warm, structured, and communicative parenting lays a meaningful foundation for emotional competence in adulthood. In collectivist societies like India, where family bonds are central to identity, promoting authoritative parenting alongside secure relational patterns may be a particularly powerful way to enhance EI in the next generation.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"108003"},"PeriodicalIF":3.8,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149206366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"'AI-Learner Partnership': Psychological mechanisms and developmental trajectories of EFL learners' writing agency in GenAI-assisted courses.","authors":"Lei Zhang, Rining Wei, Chunli Jiang","doi":"10.1016/j.actpsy.2026.107983","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107983","url":null,"abstract":"<p><p>This study explores how EFL learners construct, negotiate, and develop writing agency through engagement with generative artificial intelligence (GenAI) in second language writing courses. GenAI is conceptualized as a cultural mediational means within an integrated sociocultural and positive psychological framework. Eleven Chinese EFL university students were followed over a 16-week semester as they completed multiple academic writing tasks with GenAI support. Drawing on a qualitative multi-method design, data were collected through semi-structured interviews, screen recordings of writing sessions, and reflective journals. The analysis identified three interrelated, non-linear phases in learners' agency development: initial exploration (characterized by novelty-driven engagement, dependency on AI output, and emergent self-efficacy), strategic adaptation (marked by more selective, task-contingent tool use and the strengthening of writing-specific psychological capital), and deliberate appropriation (signaled by personalized integration of GenAI into writing workflows and the emergence of a more agentic techno-authorial identity). Across these phases, cognitive processes, affective experiences, positive psychological resources, and task design features jointly shaped how learners mobilized technological affordances to enact writing agency. The findings suggest that writing agency in human-AI collaborative writing is a dynamic, context-sensitive accomplishment rather than a fixed individual trait. By connecting sociocultural accounts of mediated action with positive psychological resources, the study offers a process-oriented account of how EFL learners negotiate assistance, authorship, and autonomy in GenAI-supported academic writing.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107983"},"PeriodicalIF":3.8,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149206396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Affective-sexual education in adolescence: Current status and systematic review of validated programmes in Spain.","authors":"Uxue Llano-Abasolo, Joana Jaureguizar, Irati Becerril-Atxikallende, María Dosil-Santamaría","doi":"10.1016/j.actpsy.2026.107991","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107991","url":null,"abstract":"<p><p>Sexual risks in the digital environment pose a growing challenge for adolescents, especially given their early and widespread access to the digital world. In this context, affective-sexual education (ASE) is a key element in providing the necessary skills for the development of healthy sexuality. The aim of this study was to analyse the extent to which ASE programmes validated in Spain and implemented in classrooms with adolescents aged 12 to 18 incorporate content on digital sexual risks, through a systematic literature review following the PRISMA 2020 model. The search was conducted in six databases (Scopus, Web of Science, PubMed, APA PsycInfo, Dialnet and ERIC). The inclusion criteria required that articles be published between 2006 and 2026 (C1), that they include a sample of adolescents aged 12 to 18 enrolled in schools in Spain (C2), and that they feature an experimental or quasi-experimental design with a control group for programme evaluation (C3). After applying the criteria, five programmes were identified. A main finding is that none of the programmes includes content regarding sexual risks in the digital environment, which underscores a significant gap given that this does not correspond to the reality experienced by adolescents today. The results highlight the scarcity of interventions evaluated with scientific rigor and underscore the need to design and validate ASE programmes based on scientific evidence and adapted to current realities, taking into account sexual risks in the digital environment, among other aspects.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107991"},"PeriodicalIF":3.8,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149206370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Role clarity, work values, and job cognition: Implications for task performance and job stress in Indian industries.","authors":"Soumendu Biswas","doi":"10.1016/j.actpsy.2026.107995","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107995","url":null,"abstract":"<p><p>This study examines the relationship between employees' role clarity, work values, job cognition, task performance, and job stress in organizations across India's manufacturing and service sectors. Based on a latent variable path model, the study assesses how employees' role clarity, moderated by their work values, enhances their job cognition, which in turn determines their task performance and job stress. Questionnaires administered to 819 Indian firm executives confirm that employees' work values moderate, and their job cognition mediates their role clarity in achieving positive results. The study contributes to the knowledge bases of organizational behavior and human resource management by formulating role and cognitive appraisal theories. It also provides practical insights for managers and policymakers seeking to enhance stress-free productivity and align human capital plans with evolving employee aspirations.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107995"},"PeriodicalIF":3.8,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149190727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The interplay of anxiety and self-esteem in quality of life among patients with a stoma.","authors":"Feride Uysal, Elif Küçük, Özgür Özkalaycı, Mehmet Karahan, Kübra Tetik Albayrak, Yüksel Güleryüzlü, Fırat Çağlar Sezmiş, Merih Altintaş","doi":"10.1016/j.actpsy.2026.107998","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107998","url":null,"abstract":"<p><strong>Objective: </strong>This study aimed to investigate the relationships between anxiety, depression, self-esteem, and quality of life in patients with a stoma. Additionally, it sought to evaluate the independent contribution of stoma-related sociodemographic and clinical variables to psychosocial outcomes in order to support a more holistic approach in clinical practice.</p><p><strong>Methods: </strong>The study sample consisted of 50 patients aged between 25 and 80 years who presented to the General Surgery outpatient clinic of Kartal Dr. Lütfi Kırdar City Hospital, Istanbul, Türkiye between 2024 and 2025 and had a temporary or permanent intestinal stoma due to malignancy or other causes. Participants were administered the Sociodemographic and Clinical Information Form, Rosenberg Self-Esteem Scale (RSES), Beck Anxiety Inventory (BAI), Quality of Life-BREF (WHOQOL-BREF), and Beck Depression Inventory (BDI).</p><p><strong>Results: </strong>In multivariate linear regression analysis, female gender and lower Beck Anxiety Inventory (BAI) scores were independently associated with higher self-esteem; self-esteem was lower in males and in those with higher anxiety levels (male gender: B = -3.379, β = -0.720, p = 0.005; anxiety: B = -0.224, β =-0.594, p = 0.002). The only variable independently associated with quality of life was the BAI score (B = -0.517, β =-0.487, p < 0.001). Self-esteem was positively correlated with overall quality of life scores and all subdomains (r = 0.336-0.662; all p ≤ 0.017). When self-esteem was included in the quality of life model, only self-esteem remained independently significant (B = 1.135, β = 0.403, p = 0.022), and the association between anxiety and quality of life disappeared.</p><p><strong>Conclusion: </strong>This study suggests that anxiety is closely associated with quality of life in patients with a stoma; however, this association is no longer independent after accounting for self-esteem. These findings suggest that self-esteem may be an important psychosocial factor associated with quality of life and may be relevant to the observed relationship between anxiety and quality of life.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107998"},"PeriodicalIF":3.8,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149190752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Profiles of the Dark Tetrad and the frequency of GAI-related academic misconduct.","authors":"Rongjian Sun, Thi Thuy Loan Nguyen, Cheng-Yen Wang","doi":"10.1016/j.actpsy.2026.107993","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107993","url":null,"abstract":"<p><p>The rise of generative artificial intelligence (GAI) presents new challenges to academic integrity, enabling students to engage in academic misconduct with reduced effort and risk of detection. While previous research has examined personality predictors of academic misconduct, very few studies have adopted a person-centered approach to explore how distinct Dark Tetrad personality profiles relate to GAI-related misconduct over time. A total of 781 university students in Taiwan completed the Time 1 survey and 760 completed the follow-up one month later. Latent Profile Analysis based on the Dark Tetrad classified students into three profiles: Narc-Psych-Sad, Machiavellian, and High Dark Tetrad. The profiles differed significantly in the total frequency of GAI-related academic misconduct: students in the Narc-Psych-Sad profile reported more frequent misconduct than those in the Machiavellian profile, whereas the small High Dark Tetrad profile showed the highest observed means but did not differ significantly from the other two.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107993"},"PeriodicalIF":3.8,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149190757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Older employees' workplace fear of missing out and intergenerational knowledge transfer: A conservation of resources perspective in AI-exposed work contexts.","authors":"Ziyi Zhang, Yuying Wu","doi":"10.1016/j.actpsy.2026.107982","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107982","url":null,"abstract":"<p><p>In AI-enabled workplaces, rapid technological change has increased the salience of knowledge renewal and intergenerational knowledge transfer in organizations. Although older employees possess valuable experience and tacit knowledge, they may also experience workplace fear of missing out when they perceive a risk of losing access to important information, career opportunities, social connections, and developmental resources. Drawing on conservation of resources theory, this study examines why older employees' workplace fear of missing out reduces intergenerational knowledge transfer by developing a resource-based explanation of this process. We conducted two studies: a scenario-based experiment with 492 older employees and a three-wave time-lagged field survey with 400 older employees who had AI-related work exposure. The results consistently showed that older employees' workplace fear of missing out negatively predicted intergenerational knowledge transfer. Occupational future time perspective was found to mediate this relationship, suggesting that workplace fear of missing out may reduce older employees' perceived remaining career time and opportunities, which may in turn decrease their engagement in intergenerational knowledge transfer. Moreover, age-inclusive HR practices buffered the negative relationship between workplace fear of missing out and occupational future time perspective, whereas workplace friendship strengthened the positive relationship between occupational future time perspective and intergenerational knowledge transfer. These findings provide convergent evidence consistent with the view that older employees' workplace fear of missing out undermines intergenerational knowledge transfer through a resource-loss mechanism, and that this mechanism is shaped by perceived organizational and interpersonal resource conditions. Practically, this study suggests that organizations should cultivate age-inclusive HR systems and supportive workplace relationships to promote knowledge flow in age-diverse workplaces where employees are exposed to AI-related tools or intelligent systems.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107982"},"PeriodicalIF":3.8,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149178642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical thinking and collaboration as predictors of self-reported problem-solving competence in social studies learning: Evidence from Indonesian junior high school students.","authors":"Azmi Fitrisia, Tri Zahra Ningsih, Suci Kurnia Putri, Maria Angelina Fransiska Mbari, Muhammad Hanif","doi":"10.1016/j.actpsy.2026.107978","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107978","url":null,"abstract":"&lt;p&gt;&lt;p&gt;This study examined the extent to which critical thinking and collaboration are statistically associated with junior high school students' self-reported problem-solving competence in Social Studies (IPS) learning in Indonesia. Using a quantitative correlational design with cluster random sampling of intact classrooms, data were collected from 328 eighth-grade students across six public schools in four cities (Padang, Jambi, Palembang, and Yogyakarta) via a 32-item self-report questionnaire screened for validity and reliability (α = 0.85-0.94). Most students reported moderate levels on all three constructs (66.8-69.2%). Self-reported critical thinking correlated strongly with self-reported problem-solving competence (r = 0.77, p &lt; .001); self-reported collaboration correlated moderately with it (r = 0.57, p &lt; .001). A multiple regression model indicated that critical thinking and collaboration jointly predicted the self-reported problem-solving score, F(2, 325) = 276.50, p &lt; .001, explaining 63.0% of variance (adjusted R&lt;sup&gt;2&lt;/sup&gt; = 0.628), with critical thinking making the larger unique contribution (β = 0.655, semi-partial R&lt;sup&gt;2&lt;/sup&gt; = 30.0%) relative to collaboration (β = 0.214, semi-partial R&lt;sup&gt;2&lt;/sup&gt; = 3.2%). Because students were sampled within intact classrooms, the model was re-estimated with cluster-robust standard errors and as a two-level model with students nested in classrooms (k = 10 classes; intraclass correlation = 0.065-0.115 across the three constructs); conclusions were unchanged. Bootstrapped 95% confidence intervals and a sensitivity analysis addressing one corrected data-entry value further supported the stability of the estimates. Exploratory factor analysis provided partial support for a three-factor structure (28 of 32 items, 87.5%, loaded most strongly on their theoretically assigned factor), but four problem-solving items cross-loaded with the critical-thinking and collaboration factors, and the corresponding factor correlations (r = 0.44-0.65, oblique rotation) indicate meaningful conceptual and empirical overlap among the constructs, particularly between critical thinking and problem-solving. Harman's single-factor test (33.6% of variance) did not indicate that a single factor dominated the item covariance structure, although this diagnostic cannot rule out common-method variance given that all three constructs were measured through the same self-report instrument at a single time point. The findings are consistent with a cognitive-social model in which analytical reasoning and social interdependence are both statistically associated with students' capacity to represent and address authentic social problems; because the design is cross-sectional and all variables share a common measurement method, these associations should be interpreted as statistical rather than causal. Implications for integrating critical-thinking-oriented and collaborative pedagogies in IPS instruction are discussed alongside the stu","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107978"},"PeriodicalIF":3.8,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149178634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the individual: A scoping review of passion in language education through ecological systems theory.","authors":"Honggang Liu, Lian Liu, Apisak Sukying","doi":"10.1016/j.actpsy.2026.107936","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107936","url":null,"abstract":"<p><p>With the integration of positive psychology into language education research, \"passion\" has gained increasing attention as a key emotional force driving the sustained engagement of both language learners and teachers. However, systematic overviews in this field remain relatively limited. In the process of language learning, learners and teachers are embedded within complex ecological environments and their passion is shaped and evolved through continuous interactions with the contexts. Therefore, it is necessary to adopt an ecological perspective to examine how passion is shaped and sustained within multiple environmental systems. Accordingly, this study conducted a PRISMA-ScR-guided scoping review, synthesizing empirical research on passion in language education from the perspective of ecological systems theory, ultimately including 20 journal articles. The review addressed four research questions: (1) What are the publication trends and distribution characteristics of the literature in this field? (2) What theoretical foundations and research themes characterize the current body of work? (3) What methodological approaches and measurement tools are employed? (4) What ecological factors influence one's passion? The findings reveal that passion is not an isolated individual trait, but a dynamic emotional force continuously shaped within the multi-layered interactive networks, including micro-systems, meso-systems, exo-systems, macro-systems, and chrono-systems. Through systematic integration, this review maps a general picture of passion research in language education and identifies current research hotspots and gaps. In addition, it highlights areas for future research and provides practical insights for language educators to foster and sustain passion.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107936"},"PeriodicalIF":3.8,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149178705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}