International journal of educational research open最新文献_第10页

Introducing and discussing the virtual special issue on using Q methodology in higher education 介绍并讨论关于在高等教育中使用 Q 方法的虚拟特刊

International journal of educational research open Pub Date : 2023-11-13 DOI: 10.1016/j.ijedro.2023.100301

Adrian Lundberg , Renske Ria de Leeuw

{"title":"Introducing and discussing the virtual special issue on using Q methodology in higher education","authors":"Adrian Lundberg , Renske Ria de Leeuw","doi":"10.1016/j.ijedro.2023.100301","DOIUrl":"10.1016/j.ijedro.2023.100301","url":null,"abstract":"<div><p>This is the editorial paper for the virtual special issue “Using Q methodology in higher education: Opportunities and challenges”, consisting of nine original research studies from different international contexts. In addition to presenting novel findings, contributors were invited to discuss the following two questions at the center of the special issue call: <em>In what sense has Q methodology served as a fitting approach to investigate subjectivity in higher education? What methodological opportunities and challenges arise with Q methodology in higher education settings?</em> This editorial provides an overview and discussion of the various justifications mentioned for Q methodology. Furthermore, it collates the opportunities and challenges contributors discuss in relation to their studies using this almost 90-year-old methodological approach. The editorial paper concludes with recommendations for future Q methodological studies in higher education and beyond.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"6 ","pages":"Article 100301"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374023000766/pdfft?md5=78c38247fbfcb6a15bdc027ceeefb85c&pid=1-s2.0-S2666374023000766-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135714958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

First aid teaching for schoolchildren: Scoping review 小学生急救教学:范围回顾

International journal of educational research open Pub Date : 2023-11-10 DOI: 10.1016/j.ijedro.2023.100305

Louise Constância de Melo Alves Silva , Isabelle Leite Alves , Kauanny Vitória Gurgel dos Santos , Tâmara Taynah Medeiros da Silva , Karena Cristina da Silva Leal , Thais Brunna Maurício Pinheiro , Kátia Regina Barros Ribeiro , Daniele Vieira Dantas , Rodrigo Assis Neves Dantas

{"title":"First aid teaching for schoolchildren: Scoping review","authors":"Louise Constância de Melo Alves Silva , Isabelle Leite Alves , Kauanny Vitória Gurgel dos Santos , Tâmara Taynah Medeiros da Silva , Karena Cristina da Silva Leal , Thais Brunna Maurício Pinheiro , Kátia Regina Barros Ribeiro , Daniele Vieira Dantas , Rodrigo Assis Neves Dantas","doi":"10.1016/j.ijedro.2023.100305","DOIUrl":"https://doi.org/10.1016/j.ijedro.2023.100305","url":null,"abstract":"<div><h3>Introduction</h3><p>The school has an important role in promoting health and preventing accidents, providing a suitable environment for teaching first aid in order to make teachers and students capable of providing primary care in case of accidents.</p></div><div><h3>Objective</h3><p>Map the fundamental aspects of first aid education in schools regarding those responsible for teaching and the main methodologies used.</p></div><div><h3>Method</h3><p>This is a scoping review carried out in March 2023, according to the recommendations of the Joanna Briggs Institute and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist, in 10 international data sources and national. The eligibility criteria were scientific articles without time or language restrictions.</p></div><div><h3>Results</h3><p>A total of 2,136 documents were found and after screening, there were a total of 12 articles. The years ranged from 2005 to 2022. Health professionals act as the main instructors for teaching first aid to teachers, who become responsible and able to teach their students. Expository and practical classes on the topic stood out regarding the main methodologies.</p></div><div><h3>Conclusion</h3><p>First aid teaching can be carried out by teachers to students after adequate training by health professionals.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"5 ","pages":"Article 100305"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374023000808/pdfft?md5=6649ebf5faefcfa35ef9eedd58e3d1f3&pid=1-s2.0-S2666374023000808-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92026078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher Scaffolding and Equity in Collaborative Knowledge Construction 协同知识建构中的教师脚手架与公平

International journal of educational research open Pub Date : 2023-11-10 DOI: 10.1016/j.ijedro.2023.100306

Elizabeth Kraatz , Tzu-Jung Lin, Manisha Nagpal , Lynley Anderman

{"title":"Teacher Scaffolding and Equity in Collaborative Knowledge Construction","authors":"Elizabeth Kraatz , Tzu-Jung Lin, Manisha Nagpal , Lynley Anderman","doi":"10.1016/j.ijedro.2023.100306","DOIUrl":"https://doi.org/10.1016/j.ijedro.2023.100306","url":null,"abstract":"<div><p>This study examines teacher scaffolding and equity during collaborative small-group discussions in fifth-grade English language arts classrooms. Equity indicators analyzed include uptake, relational invitations, and conflicts for the floor (CFF). CFF indicates lower levels of participatory equity, while the others indicate higher relational equity. Three types of teacher scaffolding moves were included, and data were analyzed using statistical discourse analysis and repeated measures logistic regression. Teacher scaffolding was either negatively or not related to all equity indicators. Specifically, teacher scaffolding is associated with reduced indicators of relational equity, but also with reductions in CFF. The relationship with relational equity was stronger and more consistent than the relationship with CFF, suggesting that teachers’ largest influence on equity is on relational, rather than participatory, equity.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"5 ","pages":"Article 100306"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S266637402300081X/pdfft?md5=3bb5091de972b721b3e57b680162690b&pid=1-s2.0-S266637402300081X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92026079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A validation study of the Self-Efficacy for Strategic Learning in Biology Scales (SESLBS) 生物学策略学习自我效能感量表的验证研究

International journal of educational research open Pub Date : 2023-11-08 DOI: 10.1016/j.ijedro.2023.100302

Ying Wang , Rayne A. Sperling , Philip M. Reeves

{"title":"A validation study of the Self-Efficacy for Strategic Learning in Biology Scales (SESLBS)","authors":"Ying Wang , Rayne A. Sperling , Philip M. Reeves","doi":"10.1016/j.ijedro.2023.100302","DOIUrl":"https://doi.org/10.1016/j.ijedro.2023.100302","url":null,"abstract":"<div><p>In the present study, we developed and established new self-efficacy scales for students’ strategic learning in undergraduate biology. We used exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to examine the psychometric properties of a new self-efficacy instrument, the Self-Efficacy for Strategic Learning in Biology Scales, that assesses college students’ learning processes in biology. College students enrolled in two introductory-level biology courses were included in our study (<em>N<sub>1</sub></em> = 557; <em>N<sub>2</sub></em> = 447). Both EFA and CFA results demonstrated a two-factor solution for the instrument including students’ self-efficacy for higher-level and lower-level strategic learning processes. We further conducted a longitudinal measurement invariance analysis and scalar invariance was attained across time. Findings demonstrated sound psychometric properties and provide initial validity evidence to support the use of the new measure and subscales.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"5 ","pages":"Article 100302"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374023000778/pdfft?md5=2298375aec21f48e176201602a57684c&pid=1-s2.0-S2666374023000778-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92134861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reducing barriers to post-secondary education among former youth in care: A scoping review 减少前青年在护理中接受高等教育的障碍:范围审查

International journal of educational research open Pub Date : 2023-11-07 DOI: 10.1016/j.ijedro.2023.100303

Jacqueline Gahagan , Nicole Slipp , Rasnat Chowdhury , Dale Kirby , Steven Smith , Susan McWilliam , Nicole Carter , Kristyn Anderson , Shingruf Chughtai , Margaret Robinson , Richard E. Mueller

{"title":"Reducing barriers to post-secondary education among former youth in care: A scoping review","authors":"Jacqueline Gahagan , Nicole Slipp , Rasnat Chowdhury , Dale Kirby , Steven Smith , Susan McWilliam , Nicole Carter , Kristyn Anderson , Shingruf Chughtai , Margaret Robinson , Richard E. Mueller","doi":"10.1016/j.ijedro.2023.100303","DOIUrl":"https://doi.org/10.1016/j.ijedro.2023.100303","url":null,"abstract":"<div><p>Young people with child welfare experience face significant barriers in accessing and completing post-secondary education. Barriers to post-secondary education often include various system-level factors related to access to college or university, including lack of high school completion, lack of institutional knowledge and familiarity with academic culture, low educational attainment and expectation bias, first in family to attend post-secondary, and financial constraints. These barriers can have lifelong consequences for these individuals, their families, and communities, including economic, social, and legal impacts. While tuition waiver programs are interventions aimed at addressing financial considerations, additional barriers to post-secondary education for this population continue to persist. Our research team undertook a scoping review to better understand the barriers facing former youth in care (FYIC) and how tuition waiver programs can address these challenges. Particularly, the aim of this scoping review was to understand how well Canada, as a signatory on the Sustainable Development Goals (SDGs), is achieving its commitment to addressing SDG 4, Quality Education, noting that tuition waiver programs for FYIC are a growing trend aimed at advancing SDG 4. This scoping review followed the methodology as described by <span>Arksey and O'Malley (2005)</span> and a total of 58 peer-reviewed articles met the inclusion criteria. These articles describe the variable requirements for acceptance into a tuition waiver program as well as the differing types of supports offered in tuition waiver programs aimed at FYIC.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"5 ","pages":"Article 100303"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S266637402300078X/pdfft?md5=a2ee396d0d1e5bf5a298ad332581ab4d&pid=1-s2.0-S266637402300078X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92039562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Continuing professional development (CPD) at a distance: Teachers' reflections on enhancing distance education (DE) provision 远程持续专业发展:教师对加强远程教育的思考

International journal of educational research open Pub Date : 2023-11-07 DOI: 10.1016/j.ijedro.2023.100304

Ellen Abakah , David Addae , Delali Amuzu

{"title":"Continuing professional development (CPD) at a distance: Teachers' reflections on enhancing distance education (DE) provision","authors":"Ellen Abakah , David Addae , Delali Amuzu","doi":"10.1016/j.ijedro.2023.100304","DOIUrl":"https://doi.org/10.1016/j.ijedro.2023.100304","url":null,"abstract":"<div><p>In Ghana, continuing professional development (CPD) initiatives for teachers are fragmented, with limited participation opportunities for all subject teachers, resulting in a high reliance on distance education (DE) programs. This qualitative study investigates teachers' experiences with DE upgrading programs and their thoughts on improving. Data was gathered from 32 participants in the Ekumfi district of Ghana. The findings show that, despite the constraints, teachers in Ghana are taking an agentic stance in using DE for their professional development. However, while DE programs provide reliable paths to updating professional knowledge, they are insufficient as a CPD tool to assist teachers' learning for improvements in classroom practice. Teachers' DE experiences reveal a rigid program structure with content that is unreflective of current educational concerns and the utilization of didactic teaching and learning approaches. These are detrimental to active learning and unlikely to result in effective teacher improvement. To strengthen DE as an effective CPD tool in Ghana, the study recommends regularizing other CPD avenues, revising DE upgrading programs for teachers, and systematising mechanisms for monitoring and evaluating teachers' competencies before and afterDE participation.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"5 ","pages":"Article 100304"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374023000791/pdfft?md5=af92debf7c522194c137779646c77620&pid=1-s2.0-S2666374023000791-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92026077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Asynchrony and promotive interaction in online cooperative learning 在线合作学习中的异步与促进互动

International journal of educational research open Pub Date : 2023-11-03 DOI: 10.1016/j.ijedro.2023.100300

Amy T. Peterson

{"title":"Asynchrony and promotive interaction in online cooperative learning","authors":"Amy T. Peterson","doi":"10.1016/j.ijedro.2023.100300","DOIUrl":"https://doi.org/10.1016/j.ijedro.2023.100300","url":null,"abstract":"<div><p>The positive effects of cooperative learning are well-documented in face-to-face environments, but its efficacy in asynchronous online environments remains unclear. Recent experimental research suggests that in comparing face-to-face and synchronous versions of cooperative learning, motivation, achievement, and cooperative perceptions, all decrease under asynchronous online conditions, which raises questions about how and why this occurs. The purpose of this study was to clarify this issue by testing whether asynchrony promotive interaction and moderates the association between cooperative goals and cooperative outcomes, using a repeated-measures experimental–control design. Results indicate that asynchrony affects promotive interaction in a way that disrupts the processes that occur in cooperative learning. Notably, the academic support component of promotive interaction was more susceptible to the effects of asynchrony, as it decreased among asynchronous students over time, particularly among those reporting above-average levels of cooperation, belonging, and positive emotion.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"5 ","pages":"Article 100300"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374023000754/pdfft?md5=8a49fab2faad532056c8952450fa023d&pid=1-s2.0-S2666374023000754-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92026076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of a school-based, post-pandemic recovery intervention on Canadian educators 以学校为基础的流行病后恢复干预对加拿大教育工作者的影响

International journal of educational research open Pub Date : 2023-10-31 DOI: 10.1016/j.ijedro.2023.100298

Laura Sokal, Lesley Eblie Trudel

{"title":"Effects of a school-based, post-pandemic recovery intervention on Canadian educators","authors":"Laura Sokal, Lesley Eblie Trudel","doi":"10.1016/j.ijedro.2023.100298","DOIUrl":"https://doi.org/10.1016/j.ijedro.2023.100298","url":null,"abstract":"<div><p>Although copious research has documented elevated stress and burnout in teachers worldwide during the COVID-19 pandemic, few studies have provided empirical evidence of effective interventions to support post-pandemic educator recovery and resilience. Attention to educator well-being is essential not only to healthy schools, but also to preventing teacher shortages. In the current study, Canadian educators (<em>n</em> = 621) who participated in a school-based mental health intervention program offered by a national mental health organization demonstrated significantly higher levels of well-being and recovery post-intervention than pre-intervention. Moreover, when compared with a control group (<em>n</em> = 86), the intervention group demonstrated significantly higher levels of connectedness, recovery, well-being, and resilience, although no differences in organizational commitment were demonstrated. Implications on teacher attrition and shortages are discussed.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"5 ","pages":"Article 100298"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374023000730/pdfft?md5=cae3af3cf48a9f2945cab78d41e0b653&pid=1-s2.0-S2666374023000730-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92134862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Self-determination in EMI education. A study of university students’ motivation in Vietnam EMI教育的自我决定。越南大学生学习动机研究

International journal of educational research open Pub Date : 2023-10-27 DOI: 10.1016/j.ijedro.2023.100295

Phuong-Bao-Tran Nguyen , Pauline Degrave , Elke Van Steendam , Lies Sercu

{"title":"Self-determination in EMI education. A study of university students’ motivation in Vietnam","authors":"Phuong-Bao-Tran Nguyen , Pauline Degrave , Elke Van Steendam , Lies Sercu","doi":"10.1016/j.ijedro.2023.100295","DOIUrl":"https://doi.org/10.1016/j.ijedro.2023.100295","url":null,"abstract":"<div><p>This research paper investigates the dynamics of student motivation within the framework of Self-Determination Theory (SDT; Ryan & Deci, 2017), a robust psychological theory encompassing six mini-theories. It scrutinizes the interplay between individual learners and their educational environment, and their collective role in shaping motivation within formal education settings. The study focuses on discerning the motivating factors behind the enrollment of Vietnamese EMI students in a prominent public university located in Southern Vietnam, and the elements that impact the evolution of their motivation over time. Data collected from 339 students through open-ended surveys provide insights into how student motivation fluctuates throughout the EMI program, identifying key reasons that instigate these changes. Findings suggest that students' motivation is primarily driven by intrinsic goals and the psychological need for competence and connection. Although these students exhibit a strong autonomous orientation, the study underscores the potential of academic stressors to diminish their motivation at times.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"5 ","pages":"Article 100295"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374023000705/pdfft?md5=19fb385ae8f994eb7a22ca0f6ebabf50&pid=1-s2.0-S2666374023000705-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92026075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Barriers to inclusive education under occupation: An evaluative approach using Nussbaum's capabilities approach 职业条件下全纳教育的障碍:运用努斯鲍姆能力方法的评估方法

International journal of educational research open Pub Date : 2023-10-23 DOI: 10.1016/j.ijedro.2023.100299

Alison MacKenzie, Mohammed Owaineh, Christine Bower, Canan Özkaya

{"title":"Barriers to inclusive education under occupation: An evaluative approach using Nussbaum's capabilities approach","authors":"Alison MacKenzie, Mohammed Owaineh, Christine Bower, Canan Özkaya","doi":"10.1016/j.ijedro.2023.100299","DOIUrl":"https://doi.org/10.1016/j.ijedro.2023.100299","url":null,"abstract":"<div><p>The research explores how teachers and mothers experienced inclusion for children and young people with disabilities in schools and vocational centers in the West Bank, Palestine. We used semi-structured interviews with four teachers in a mainstream and special needs setting, a focus group with 11 vocational instructors, and focus group discussions with two parental (all mothers) support groups attached to a school and vocational centre. The questions were concerned with resources, training and development, and the possibilities for inclusion. The findings revealed the challenges of inclusion in contexts of scare resources, inadequate qualifications and professional development, stigma and shame associated with disability, within a context of conflict and annexation. The analysis is informed by the Capabilities Approach and evaluates the barriers to inclusion and the impact on wellbeing against the ten central capabilities of that approach. The primary conclusions are that capability achievement is very difficult to achieve in conditions of systemic and structural injustice and inequality, despite teachers’ and mothers’ strivings for meaningful inclusion of students with disabilities in schools and centres, and in the wider community where negative prejudicial stereotypes about disability prevail.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"5 ","pages":"Article 100299"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49735250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0