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

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The curative effect of schools: A longitudinal study of the impact of school climate, school identification, and resilience on adolescent mental health. 学校的疗效:学校氛围、学校认同和恢复力对青少年心理健康影响的纵向研究。
School psychology (Washington, D.C.) Pub Date : 2025-01-01 Epub Date: 2023-09-07 DOI: 10.1037/spq0000571
Aseel Sahib, Junwen Chen, Katherine J Reynolds, Diana Cárdenas
{"title":"The curative effect of schools: A longitudinal study of the impact of school climate, school identification, and resilience on adolescent mental health.","authors":"Aseel Sahib, Junwen Chen, Katherine J Reynolds, Diana Cárdenas","doi":"10.1037/spq0000571","DOIUrl":"10.1037/spq0000571","url":null,"abstract":"<p><p>Mental illness in adolescents is on the rise, thus it is vital to study factors that can improve youth mental health. The extant theory and research have identified both social (school climate; school identification) and individual (resilience) constructs as protectors of mental health. However, these protective factors remain in silo and require further integration. To address this issue, the present study proposed and investigated an integrative model in which social factors (i.e., school climate, school identification) nurture individual (i.e., resilience) protective factors, which in turn impact adolescent mental health. Using three-wave longitudinal data (2017-2019) from school students (Grades 7-8; <i>N</i> = 1,357), we found evidence supporting the integrated model examining five dimensions of mental health: anxiety, depression, happiness, life satisfaction, and positive affect. Greater Wave 1 school climate predicted greater identification 1 year later, which in turn predicted greater resilience. Furthermore, greater resilience predicted lower depression and anxiety, and greater happiness, life satisfaction, and positive affect 1 year later. These results support efforts to strengthen the school climate and reconceptualize resilience as an outcome of social processes. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"13-23"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10227498","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
Enhancing accessibility and scalability of school-based programs to improve youth attention and behavior: Open feasibility trial of the remote CLS-R-FUERTE program in Mexico. 提高学校项目的可及性和可扩展性,以提高青少年的注意力和行为:墨西哥远程CLS-R-FUERTE项目的公开可行性试验。
School psychology (Washington, D.C.) Pub Date : 2025-01-01 Epub Date: 2023-11-16 DOI: 10.1037/spq0000580
Lauren M Haack, Linda J Pfiffner, Sabrina M Darrow, Jasmine Lai, Dulce Karely Alcaraz Beltrán, Jassiel Ulises Martinez Beltrán, Elva Moreno Candil, Korinthya Delgado García, María Fernanda Arriaga Guerrero, Dulce Maria Ledesma Saldaña, Maria Elena Urquídez Valdez, Eva Angelina Araujo
{"title":"Enhancing accessibility and scalability of school-based programs to improve youth attention and behavior: Open feasibility trial of the remote CLS-R-FUERTE program in Mexico.","authors":"Lauren M Haack, Linda J Pfiffner, Sabrina M Darrow, Jasmine Lai, Dulce Karely Alcaraz Beltrán, Jassiel Ulises Martinez Beltrán, Elva Moreno Candil, Korinthya Delgado García, María Fernanda Arriaga Guerrero, Dulce Maria Ledesma Saldaña, Maria Elena Urquídez Valdez, Eva Angelina Araujo","doi":"10.1037/spq0000580","DOIUrl":"10.1037/spq0000580","url":null,"abstract":"<p><p>Neurodevelopmental disorders of inattention and disruptive behavior, such as attention-deficit/hyperactivity disorder and oppositional defiant disorder, are among the most common youth mental health conditions across cultures. There is a need to develop more accessible school-based intervention and training programs, as well as create a system with clinical research capacity for scalable school clinician training and evaluation, to support students with attention and behavior concerns worldwide. We adapted the collaborative life skills program for Mexico (i.e., CLS-FUERTE) for remote delivery (i.e., CLS-R-FUERTE) and conducted a three-school open trial with <i>N</i> = 67 participants (<i>n</i> = 7-8 students per school [ages 6-12] and their parents, teachers, and school clinicians). We examined fidelity to program content, attendance and adherence records, in vivo observations of program delivery, and postmeeting feedback informing iterative program changes between each school cohort. We also examined improvements in youth attention and behavior rated by parents and teachers to evaluate the remote program effectiveness. CLS-R-FUERTE feasibility, acceptability, and usability findings were promising. Iterative program changes between each school cohort were minor and included adapted curriculum order, enhanced engagement strategies, and technology adjustments. Many students demonstrated reliable change, and the pre-post program improvements were comparable to outcomes from the in-person CLS-FUERTE trial, indicating preliminary effectiveness. Our pilot CLS-R-FUERTE effort supports the process of iteratively adapting, implementing, and evaluating remote school-based intervention and training programs to enhance potential flexibility, accessibility, and scalability. Challenges emerging from technological problems and in context of the COVID-19 pandemic, as well as solutions, are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"92-100"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11630278/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136400715","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
Evaluating the effects of the color wheel system on a teacher's repeated directions. 评估色轮系统对教师重复指导的影响。
School psychology (Washington, D.C.) Pub Date : 2025-01-01 Epub Date: 2023-11-13 DOI: 10.1037/spq0000588
Jade Bennett, Christopher H Skinner, Thomas John, Tara C Moore, Mari-Beth Coleman, Merilee McCurdy
{"title":"Evaluating the effects of the color wheel system on a teacher's repeated directions.","authors":"Jade Bennett, Christopher H Skinner, Thomas John, Tara C Moore, Mari-Beth Coleman, Merilee McCurdy","doi":"10.1037/spq0000588","DOIUrl":"10.1037/spq0000588","url":null,"abstract":"<p><p>Students are less likely to hear and understand teacher-delivered directions or instructions when they are attending to other activities (e.g., a classmate, a previously assigned task). A classroom management system known as the Color Wheel System includes rules and transition procedures designed to increase the probability that students stop their current activities and attend to teachers as they deliver directions or instructions for the next activity. A withdrawal design was used to evaluate the effects of the Color Wheel System on a teacher's repeated directions in a first-grade general-education classroom. Results showed large and immediate decreases in teacher repeated directions both times the Color Wheel System was applied and an immediate increase when it was withdrawn. Discussion focuses on limitations and directions for future longitudinal research evaluating the effects of the Color Wheel System on uninterrupted teaching and learning time, classroom climates, student-teacher relationships, and compliance. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"56-64"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92158060","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
Effects of brief mindfulness practice on reading performance among racially minoritized adolescents. 短暂正念练习对少数种族青少年阅读成绩的影响。
School psychology (Washington, D.C.) Pub Date : 2025-01-01 Epub Date: 2023-11-02 DOI: 10.1037/spq0000368
Joshua C Felver, Adam J Clawson, Tory L Ash, Qiu Wang
{"title":"Effects of brief mindfulness practice on reading performance among racially minoritized adolescents.","authors":"Joshua C Felver, Adam J Clawson, Tory L Ash, Qiu Wang","doi":"10.1037/spq0000368","DOIUrl":"10.1037/spq0000368","url":null,"abstract":"<p><p>This research evaluated the effects of a year-long mindfulness intervention in a predominately Black student sample in an urban high-poverty middle school. Five English Language Arts classrooms (<i>n</i> = 56) were randomly assigned to brief daily 5-min mindfulness practice or an active control. Students were measured at three time points throughout the school year on standardized curriculum-based measures of reading performance. Results indicate that students in the mindfulness condition had significantly higher reading scores (sentence-level comprehension and fluency) than students assigned to control condition at the end of the school year. Our findings indicate that brief mindfulness practice may indirectly affect performance in specific academic skills. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"85-91"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71430009","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 longitudinal examination of parallel growth and reciprocal changes in teacher-student relationships and academic achievement. 师生关系与学业成绩平行成长与互惠变化之纵向研究。
School psychology (Washington, D.C.) Pub Date : 2025-01-01 Epub Date: 2023-09-07 DOI: 10.1037/spq0000583
Daniel B Hajovsky, Steven R Chesnut
{"title":"A longitudinal examination of parallel growth and reciprocal changes in teacher-student relationships and academic achievement.","authors":"Daniel B Hajovsky, Steven R Chesnut","doi":"10.1037/spq0000583","DOIUrl":"10.1037/spq0000583","url":null,"abstract":"<p><p>There is a compendium of research to support the premise that positive teacher-student relationships (TSR) set the stage for children's success via classroom engagement, social functioning, and academic skills development. Although studies have demonstrated reciprocal associations between TSR and academic achievement, inferences that stem from prior study results are limited due to methodological designs that fall short in capturing directionality in developmental change processes. To address gaps in the literature and improve our understanding of the complex associations between TSR and academic achievement, we analyzed the codevelopment of TSR and achievement in reading and mathematics using dual change score models (DCSM), a type of latent change score model, focusing on the associations between longitudinal trajectories of TSR-achievement pairs and on the reciprocal prediction of latent changes between each wave of measurement. We examined data from a large-scale, nationally representative study (Early Childhood Longitudinal Study Kindergarten Cohort of 2010-2011). Results of our DCSM, contrary to prior findings, demonstrate that variability in the ratings of TSR did not predict subsequent latent changes in reading or mathematics achievement. Likewise, the variability in achievement scores did not predict subsequent latent changes in ratings of TSR. Limitations and future directions for research are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10524538","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
Evaluating the factor structure and measurement invariance of the Academic Competence Evaluation Scales-Short Form. 评估学术能力评价量表-简表的因子结构和测量不变性。
School psychology (Washington, D.C.) Pub Date : 2025-01-01 Epub Date: 2023-12-14 DOI: 10.1037/spq0000609
Katherine E Frye, Emily H Winkelman, Christopher J Anthony
{"title":"Evaluating the factor structure and measurement invariance of the Academic Competence Evaluation Scales-Short Form.","authors":"Katherine E Frye, Emily H Winkelman, Christopher J Anthony","doi":"10.1037/spq0000609","DOIUrl":"10.1037/spq0000609","url":null,"abstract":"<p><p>The Academic Competence Evaluation Scales-Short Form (ACES-SF) is a brief measure of students' academic skills and academic enablers that is completed by K-12 teachers for screening and intervention planning purposes. This study examined the factor structure and measurement invariance of the ACES-SF using multigroup confirmatory factor analysis to support cross-group comparisons of students' academic competence across grade level, gender, and race/ethnicity. The sample included 512 certified K-8 teachers from across the United States who provided demographic information and ACES-SF ratings for 1,024 students (50% female). Results indicated good fit of a seven-factor structure and full scalar invariance across gender, grade level, and race/ethnicity. Implications and future directions are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"77-84"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138814968","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
Putting ourselves together: School belonging, parental socialization, and teacher support of Latinx youth. 把我们自己放在一起:拉美裔青少年的学校归属感、父母社会化和教师支持。
School psychology (Washington, D.C.) Pub Date : 2025-01-01 Epub Date: 2024-02-08 DOI: 10.1037/spq0000613
Ana Sofia Ocegueda, Joseph M Barron, Erin M Rodríguez
{"title":"Putting ourselves together: School belonging, parental socialization, and teacher support of Latinx youth.","authors":"Ana Sofia Ocegueda, Joseph M Barron, Erin M Rodríguez","doi":"10.1037/spq0000613","DOIUrl":"10.1037/spq0000613","url":null,"abstract":"<p><p>Limited research has considered how family and school factors combine to support Latinx students' academic achievement in early adolescence. We examined associations between parental academic socialization (PAS), teacher support (TS), school belonging, and achievement outcomes to understand the roles of family and teacher factors in youths' school belonging and achievement. Youth (<i>N</i> = 65, mean age = 11.74, <i>SD</i> = 1.11) and their parents completed questionnaires on school belonging, PAS, and TS, and we collected grade point average, standardized test results, and teacher perceptions of student skills and traits from their schools. Results indicated that TS, but not PAS, was negatively associated with school belonging and achievement. Belonging mediated the effect of TS on academic outcomes through a positive indirect relation. Findings implicate the role of school psychologists in guiding teacher support strategies for Latinx students. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"45-55"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139708777","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
Professional support, efficacy beliefs, and compassion fatigue in principals during the COVID-19 pandemic. 2019冠状病毒病大流行期间校长的专业支持、效能信念和同情疲劳
School psychology (Washington, D.C.) Pub Date : 2025-01-01 Epub Date: 2023-08-10 DOI: 10.1037/spq0000564
Xueqin Lin, Chunyan Yang, Rebecca Cheung
{"title":"Professional support, efficacy beliefs, and compassion fatigue in principals during the COVID-19 pandemic.","authors":"Xueqin Lin, Chunyan Yang, Rebecca Cheung","doi":"10.1037/spq0000564","DOIUrl":"10.1037/spq0000564","url":null,"abstract":"<p><p>Guided by the social cognitive theory and job demands-resources model, we used multiple regression analyses to examine the concurrent and interactive influences of professional support and efficacy beliefs on compassion fatigue during COVID-19 among 231 school principals in California. Controlling for principals' individual- and school-level demographic factors, professional support and their district collective efficacy (but not self-efficacy) were significantly and negatively associated with compassion fatigue. The negative association between professional support and compassion fatigue was moderated by both collective and self-efficacy. Professional support had a significantly negative association with compassion fatigue only among principals with both lower collective and self-efficacy beliefs. In addition, female principals reported significantly higher compassion fatigue than their male counterparts. Principals who oversee schools with larger student populations (i.e., 500-1,000 students) reported significantly less compassion fatigue than those who lead smaller schools (i.e., less than 200 students). Findings highlighted the importance of promoting principals' efficacy beliefs and increasing professional support to address their compassion fatigue. Findings also indicated that professional support and efficacy beliefs interact with each other in a compensatory way to influence the principal's compassion fatigue concurrently. Practical implications for school psychologists' capacity to support school leaders' compassion fatigue are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"24-35"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9967723","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
Independent factor structure replication of the SAEBRS teacher and student scales. SAEBRS师生量表的独立因子结构复制。
School psychology (Washington, D.C.) Pub Date : 2025-01-01 Epub Date: 2023-11-13 DOI: 10.1037/spq0000597
Thomas J Gross, Susan Keesey
{"title":"Independent factor structure replication of the SAEBRS teacher and student scales.","authors":"Thomas J Gross, Susan Keesey","doi":"10.1037/spq0000597","DOIUrl":"10.1037/spq0000597","url":null,"abstract":"<p><p>The purpose of this study was to independently assess the best-fitting factor models of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) student and teacher forms. To do this, we used previously published confirmatory factor analysis procedures (see von der Embse, Iaccarino, et al., 2017) in an attempt to replicate the factor structure. Unidimensional, correlated-factors, higher order, bifactor, and bifactor with correlated residuals models were assessed. The bifactor model yielded the best fit for the student, χ² = 286.58, <i>p</i> < .001, <i>χ²/df</i> = 1.91, RMSEA = .070, CFI = .839, TLI = .796, WRMR = 1.047, and teacher forms, χ² = 502.44, <i>p</i> < .001, <i>χ²/df</i> = 3.78, RMSEA = .095, CFI = .977, TLI = .971, WRMR = 1.193. Nonetheless, the majority of the fit statistics indicated an adequate fit for the student form. The SAEBRS Total Behavior score was found to have the greatest reliability for the student, ω = .77, ωH = .76, and teacher forms, ω = .93, ωH = .86, as well. Model, factor, and item-level indexes indicated mixed support for unidimensionality versus multidimensionality on student and teacher forms. Generally, it is implicated that the SAEBRS overall score was the soundest score for screening risk with the student and teacher forms. However, future investigations could consider a wider variety of methods to test competing factor structures. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"65-76"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92158061","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
Informant discrepancies in universal behavioral screening at the high school level. 高中生普遍行为筛查中的信息提供者差异。
IF 1.8
School psychology (Washington, D.C.) Pub Date : 2024-12-30 DOI: 10.1037/spq0000679
Heather E Ormiston, Brittany N Zakszeski, Daniel Osgood, Tyler L Renshaw, Jack Komer, Elizabeth C McPherson
{"title":"Informant discrepancies in universal behavioral screening at the high school level.","authors":"Heather E Ormiston, Brittany N Zakszeski, Daniel Osgood, Tyler L Renshaw, Jack Komer, Elizabeth C McPherson","doi":"10.1037/spq0000679","DOIUrl":"https://doi.org/10.1037/spq0000679","url":null,"abstract":"<p><p>The use of self-report measures evaluating social, emotional, and behavioral risk can be an important element of universal screening with older children and adolescents. Research has demonstrated discrepancies between teacher ratings and student self-report ratings of social, emotional, and behavioral risk, which commonly result in incongruent risk classifications. The present study explored classification incongruence and informant discrepancies on the teacher- and student self-report versions of the Social, Academic, and Emotional Behavior Risk Screener. Screening data from over 600 high school students and their homeroom teachers were examined. Results showed classification congruence was highest for the Social Behavior subscale and lowest for the Emotional Behavior subscale of the Social, Academic, and Emotional Behavior Risk Screener, with teachers endorsing lower levels of risk compared to students. Analysis of potential sociodemographic predictors of informant discrepancies indicated that grade, sex, free and reduced-price lunch eligibility, 504 plan status, and special education status were significant predictors of classification incongruence on at least one Social, Academic, and Emotional Behavior Risk Screener subscale. Implications for practice and limitations are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145139365","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
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