School psychology (Washington, D.C.)最新文献

School safety and behavioral threat assessment. 学校安全和行为威胁评估。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-10-19 DOI: 10.1037/spq0000763

Dewey Cornell

{"title":"School safety and behavioral threat assessment.","authors":"Dewey Cornell","doi":"10.1037/spq0000763","DOIUrl":"https://doi.org/10.1037/spq0000763","url":null,"abstract":"School shootings have generated national concern about school safety. Government responses have emphasized the use of target-hardening security measures with comparatively little attention to student support needs and preventive interventions. One promising prevention strategy, behavioral threat assessment and management (BTAM), has become widely used in U.S. and Canadian schools. However, critics on both the left and right have raised objections to BTAM because of its linkages to politically controversial topics such as the role of law enforcement in schools and the use of nonpunitive, supportive practices. Previous reviews of research cautiously supported the practice of BTAM in schools but noted the need to study schools outside of Virginia and to further examine the effectiveness and fairness of BTAM. This article summarizes 20 studies, published since 2022, which provide substantial new evidence that both counter political objections and fill gaps in prior research. This research, conducted across multiple states, provides evidence on typical referral rates for schools using BTAM, the low level of violence after a threat assessment, and the kinds of support services students received. Most notably, the recent studies found low levels of school exclusion and arrests associated with BTAM and confirm previous research finding little or no disparities associated with race/ethnicity, family income, or disability status. Overall, these studies support conclusions that BTAM is a safe, fair, and effective practice and they reinforce the value of preventive approaches to school safety. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149221252","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

Intersections of disability and housing insecurity: A snapshot and call to action. 残疾和住房不安全的交叉点：快照和行动呼吁。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-09-01 Epub Date: 2026-04-06 DOI: 10.1037/spq0000743

Elizabeth L Shaver, Shayna C Williams, Amanda L Sullivan, Tessa Walker

{"title":"Intersections of disability and housing insecurity: A snapshot and call to action.","authors":"Elizabeth L Shaver, Shayna C Williams, Amanda L Sullivan, Tessa Walker","doi":"10.1037/spq0000743","DOIUrl":"10.1037/spq0000743","url":null,"abstract":"Few studies have explored the co-occurrence of housing insecurity and educational disability among preK-12 students. Yet, both are the basis for legal entitlements to educational supports and protections and are often associated with unmet educational needs with far-ranging detriments to students' experiences; functioning; and academic, social, emotional, and health outcomes. This exploratory descriptive study used a state's education and homeless management information systems' data to examine the co-occurrence of disability and housing insecurity among 989,572 preK-12 students enrolled in Minnesota public or charter schools during the 2018-2019 school year. Differences by demographic characteristics and disability type were also explored. Of the students experiencing housing insecurity, 32.3% were identified as having an educational disability. Housing-insecure students were 63% more likely to be identified with a disability than students who did not experience housing insecurity. Students with an educational disability were more likely to be experiencing housing insecurity than those without an educational disability. Most students were identified as housing-insecure only by educational agencies. Patterns of over- and underrepresentation across demographic characteristics and disability categories suggest the need for future research to explore how systemic factors such as marginalization, interagency and interprofessional collaboration, professional preparation, and recent discontinuation of safety net programs may be associated with these youths' educational experiences, needs, and treatment. Findings also suggest that it is important for school psychologists to consider housing in/security when engaging in data-based decision making, student supports, and collaborative practice. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"495-502"},"PeriodicalIF":1.8,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147625112","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

Test anxiety in adolescents: Predominantly stable across the school year. 青少年的考试焦虑：整个学年都很稳定。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-09-01 Epub Date: 2026-03-16 DOI: 10.1037/spq0000745

Gabrielle Yale-Soulière, Isabelle Plante, Kathryn E Chaffee, Floriane Binette-Laporte, Audrey-Ann Journault, Nazifa Ali

{"title":"Test anxiety in adolescents: Predominantly stable across the school year.","authors":"Gabrielle Yale-Soulière, Isabelle Plante, Kathryn E Chaffee, Floriane Binette-Laporte, Audrey-Ann Journault, Nazifa Ali","doi":"10.1037/spq0000745","DOIUrl":"10.1037/spq0000745","url":null,"abstract":"Test anxiety has been associated with educational and psychological well-being impairments, especially for girls. However, its stability over an academic year and the distribution of high test anxiety scores across students remain unclear. This study focuses on (a) identifying whether test anxiety levels vary across a school year and (b) assessing the proportion of students with stable, increasing, or decreasing test anxiety scores over a school year. A total of 527 students from Grades 10 and 11, attending five secondary schools in Quebec (Canada), completed two widely used test anxiety scales: The Spielberger's Test Anxiety Inventory and the Brief Friedben Test Anxiety Scale. The sample consisted predominantly of female students (69.2%), most of whom were French-speaking and born in Canada (77%). Multilevel regression results showed that test anxiety remained stable throughout the school year when analyzed as a continuous variable but varied for one of the two measures, the Brief Friedben Test Anxiety Scale, when analyzed as a dichotomous variable. A multilevel logistic regression analysis revealed that test anxiety remained stable for 71.3%-81.4% students, while 18.6%-28.7% experienced significant fluctuations. Gender differences in test anxiety levels remained consistent over time, with higher levels observed in girls compared with boys. The findings underscore the persistent nature of test anxiety and highlight the need for ongoing, tailored school-based interventions to support students' mental health and academic well-being. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"535-544"},"PeriodicalIF":1.8,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147476500","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

Flux and flow: Exploring the dynamic nature of acceptability in writing feedback. 流动与流动：探讨写作反馈中可接受性的动态本质。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-09-01 Epub Date: 2026-05-04 DOI: 10.1037/spq0000746

Tyler J Young, Tanya L Eckert, Sara E Burke

{"title":"Flux and flow: Exploring the dynamic nature of acceptability in writing feedback.","authors":"Tyler J Young, Tanya L Eckert, Sara E Burke","doi":"10.1037/spq0000746","DOIUrl":"10.1037/spq0000746","url":null,"abstract":"Acceptability, defined as the perception that an intervention is appropriate, fair, and reasonable, is crucial to assess during implementation (Kazdin, 1981). Despite its original conceptualization as a dynamic process, repeated assessments have appeared in only a small fraction of intervention research. Previous studies did not report or analyze differences in acceptability across sessions. We know of no study analyzing the stability of acceptability ratings across sessions among elementary school students. The present study served as a proof of concept, implementing a 6-week performance feedback writing intervention with 45 fourth-grade students and assessing acceptability after each session. Related outcomes, including writing productivity and intervention comprehension, were also investigated. Results indicated that acceptability and comprehension did not significantly vary across sessions. A statistically significant within-student relationship emerged between writing productivity and acceptability, supporting the established relationship between intervention effectiveness and acceptability. Although students did not experience coordinated changes in acceptability between sessions, repeated measurements could highlight dynamic patterns in other interventions, particularly ones with more situational variation, rather than presuming acceptability is static. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"517-534"},"PeriodicalIF":1.8,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147824477","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

Nose to the grindstone: The role of task effort in elementary-aged students' text generation. 埋头苦干：任务努力在小学生文本生成中的作用。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-09-01 Epub Date: 2026-02-26 DOI: 10.1037/spq0000740

Tanya L Eckert, Tyler J Young, Sophia V Alderman, Monique S Antoine, Eleanor L Czajkowski, Grier M Adams, Siani Y M Amidon, Jennifer L Williams

{"title":"Nose to the grindstone: The role of task effort in elementary-aged students' text generation.","authors":"Tanya L Eckert, Tyler J Young, Sophia V Alderman, Monique S Antoine, Eleanor L Czajkowski, Grier M Adams, Siani Y M Amidon, Jennifer L Williams","doi":"10.1037/spq0000740","DOIUrl":"10.1037/spq0000740","url":null,"abstract":"Although task effort has been identified as an underlying factor in students' writing performance (Hier & Mahony, 2018), the relationship between elementary students' writing task effort and their writing performance has not been examined. This study investigated students' perceived task effort after each session of a class-wide writing intervention, examining whether it predicted postintervention writing performance. The sample included 88 third-grade students participating in a randomized controlled trial assessing the efficacy of a writing performance feedback intervention. Results indicated that students' task effort ratings remained consistently high throughout the intervention. Additionally, students' writing productivity increased from pre- to postintervention and higher task effort was significantly associated with increased writing productivity. Considerations regarding the use of students' self-reports of task effort, as well as the limitations of the study, are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"503-516"},"PeriodicalIF":1.8,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147292140","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

The family check-up: Relations between motivational interviewing fidelity and intervention outcomes in early elementary school. 家庭检查：小学早期动机访谈保真度与干预结果之关系。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-09-01 Epub Date: 2026-03-26 DOI: 10.1037/spq0000744

Caleb E Flack, S Andrew Garbacz, Elizabeth A Stormshak, Laura Lee McIntyre

{"title":"The family check-up: Relations between motivational interviewing fidelity and intervention outcomes in early elementary school.","authors":"Caleb E Flack, S Andrew Garbacz, Elizabeth A Stormshak, Laura Lee McIntyre","doi":"10.1037/spq0000744","DOIUrl":"10.1037/spq0000744","url":null,"abstract":"The Family Check-Up (FCU) is a family-centered intervention that uses motivational interviewing (MI) to enhance parents' motivation for goal-directed change in parenting practices. The present study examined relations between FCU therapists' MI fidelity and (a) the proportion of parent change talk, (b) parent-reported positive parenting practices (proactive parenting and limit setting), and (c) parent- and teacher-reported child social, emotional, and behavioral concerns. Participants were a subsample of parents (n = 136) and teachers (n = 36) of children from the FCU intervention condition of a randomized controlled trial implemented at kindergarten entry. MI fidelity was measured in FCU feedback sessions with parents using the Motivational Interviewing Treatment Integrity Code 4.2.1. Binomial regression analysis and multiple linear regression analysis were performed to examine relations between MI fidelity and intervention outcomes. Results suggest that FCU therapists implemented MI with fair to good levels of fidelity. Several Motivational Interviewing Treatment Integrity summary scores were related to intervention outcomes. As hypothesized, Technical Global was associated with a higher proportion of parent change talk, Percent Complex Reflections was associated with higher parent-reported limit setting in first grade, and Total MI Nonadherent was associated with higher teacher-reported social, emotional, and behavioral concerns in first grade. Unexpectedly, Total MI Adherent was associated with a lower proportion of parent change talk. Taken together, findings suggest areas of MI fidelity that may be helpful to emphasize to maximize FCU efficacy. Implications for school psychology, study limitations, and future directions are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"545-555"},"PeriodicalIF":1.8,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147517463","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

Leading through strain and satisfaction: A mixed methods study of principal well-being through the dual-factor and job demands-resources frameworks. 通过压力和满意度的领导：通过双因素和工作需求-资源框架对主要幸福感的混合方法研究。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-08-31 DOI: 10.1037/spq0000761

Chunyan Yang, Ella Rho, Jin Hyung Lim, Rebecca Cheung, Ozge Hacifazlioglu

{"title":"Leading through strain and satisfaction: A mixed methods study of principal well-being through the dual-factor and job demands-resources frameworks.","authors":"Chunyan Yang, Ella Rho, Jin Hyung Lim, Rebecca Cheung, Ozge Hacifazlioglu","doi":"10.1037/spq0000761","DOIUrl":"https://doi.org/10.1037/spq0000761","url":null,"abstract":"Guided by the job demands-resources model and dual-factor model of mental health, this study used a mixed method survey to examine principals' experiences with job demands, resources, and their compassion fatigue and satisfaction in the context of postpandemic recovery based on a survey study conducted among 247 principals in California. Quantitative and qualitative analyses on survey responses suggested that staffing shortages, the spillover effect of COVID-19, the school community's needs, and workload were identified as top stressors. Regression and path analyses demonstrated a significant and positive association between stressors and compassion fatigue, while self-efficacy and professional support were significantly associated with increased compassion satisfaction among principals. Although district-level connectedness was not strongly associated with compassion fatigue and satisfaction, the positive association between stressors and compassion fatigue was intensified among principals who perceived a stronger sense of district connectedness. Moreover, qualitative analyses revealed that promoting connectedness at district levels via community of practices is one critical aspect of principals' needed professional support. The findings highlight the interactive and multifaceted nature of the association between principal's job demands and resources and their well-being. Practical and policy implications for improving the well-being and mental health of principals and stabilizing principal workforce during the postpandemic recovery were also discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148868180","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

Context-dependent belonging: Relational and cultural components of inclusive school climate in U.S. secondary schools. 情境依赖的归属感：美国中学包容性学校氛围的关系和文化成分。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-08-24 DOI: 10.1037/spq0000749

Soeun Hong, Christoper Slaten, Francis Huang, Araba Amissah

{"title":"Context-dependent belonging: Relational and cultural components of inclusive school climate in U.S. secondary schools.","authors":"Soeun Hong, Christoper Slaten, Francis Huang, Araba Amissah","doi":"10.1037/spq0000749","DOIUrl":"https://doi.org/10.1037/spq0000749","url":null,"abstract":"Addressing gaps in student belonging has been increasingly crucial in U.S. secondary schools. Students' sense of school belonging, which reflects how connected and integrated they feel into their school community, is vital for their mental health, learning, and academic outcomes. Studies on school climates that foster school belonging can inform what an inclusive and equitable school environment constitutes, guiding school-level interventions and advocacy initiatives. The present study aims to investigate relational and cultural components of inclusive school climate associated with student belonging. This study also explores whether cultural beliefs shared among teachers moderate the relationship between student race and their perception of school belonging. Based on a multilevel modeling approach, this study analyzed a sample of 4,838 15-year-old students from 164 U.S. schools, derived from the Programme for International Student Assessment 2018 data. Results indicated that student belonging was positively associated with peer cooperativeness and teachers' adaptive instructional efforts and support for student learning needs. Asian students reported the lowest level of school belonging in this sample. Black students reported higher belonging when teachers were perceived by school principals to support greater multicultural understanding and egalitarian values. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148815224","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

A systematic review of African-centered school-based interventions. 以非洲为中心的学校干预的系统回顾。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-08-03 DOI: 10.1037/spq0000759

Scott L Graves, Candice Aston, Marcel Jacobs, Leana Sapp, Morgan Rowan, Camille Sims, Tisha Owusua

{"title":"A systematic review of African-centered school-based interventions.","authors":"Scott L Graves, Candice Aston, Marcel Jacobs, Leana Sapp, Morgan Rowan, Camille Sims, Tisha Owusua","doi":"10.1037/spq0000759","DOIUrl":"10.1037/spq0000759","url":null,"abstract":"Cultural-specific interventions often outperform standard protocols because they align with the identities and lived experiences of the youth they serve. For Black students, African-centered approaches have demonstrated improvements in social-emotional functioning, mental health, and school engagement. At the same time, growing public dissatisfaction with PK-12 education has fueled policy efforts to dismantle DEI (diversity, equity, and inclusion) initiatives, threatening access to culturally responsive interventions in schools. Given that schools remain the most common setting for youth mental health services, understanding the state of African-centered school-based interventions is essential. This systematic review identified nine school-based African-centered intervention studies published between 1970 and December 2024. Results indicate meaningful progress in program structure and documentation, including manualized interventions demonstrating consistent benefits for Black youth. However, variability in study design and measurement strategies limits conclusions regarding overall effect and magnitude. Findings indicate the need for stronger implementation of research, standardized outcome evaluation, and wider practitioner training. African-centered interventions represent a research-supported and culturally affirming avenue for advancing equity and well-being for Black students, particularly as DEI-related supports face increasing political restriction in U.S. schools. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148664891","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

Why are some school-based restorative conferences not implemented? 为什么一些以学校为基础的恢复性会议没有实施？

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-07-27 DOI: 10.1037/spq0000758

Anne Gregory, Francis L Huang, Chad M Tieger

{"title":"Why are some school-based restorative conferences not implemented?","authors":"Anne Gregory, Francis L Huang, Chad M Tieger","doi":"10.1037/spq0000758","DOIUrl":"10.1037/spq0000758","url":null,"abstract":"Many school districts offer restorative conferences as a means to resolve discipline incidents. Yet, few studies closely examine their implementation processes. Unknown is why students who are referred for restorative conferences may, in fact, not ultimately participate in them. The current multimethod study examined 1,217 restorative conference referrals from two school years. Results showed that 60% of referrals (n = 714) culminated in restorative conferences with 40% never reaching completion. The most common reasons for noncompletion were that participants refused to proceed or facilitators deemed it not appropriate to bring the parties together. Further, more serious incidents of threat, assault, and student/staff conflict were less likely to result in a completed conference than more minor incidents. Given the need for equitable access to fully implemented conferences, sociodemographic characteristics of enrolled students were also examined as predictors of conference noncompletion. Compared to the conference-level predictors, there was a relatively weaker association between school demographic variables and conference noncompletion. Implications for addressing challenges that arise during the pathway from referral to completed restorative conference are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148594949","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