School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association最新文献_第5页

Factor structure and predictive validity of a homework motivation measure for use with middle school students with attention-deficit/hyperactivity disorder (ADHD). 注意缺陷多动障碍中学生作业动机量表的因素结构及预测效度

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2018-09-01 Epub Date: 2017-08-31 DOI: 10.1037/spq0000219

Joshua M Langberg, Zoe R Smith, Melissa R Dvorsky, Stephen J Molitor, Elizaveta Bourchtein, Laura D Eddy, Hana-May Eadeh, Lauren E Oddo

{"title":"Factor structure and predictive validity of a homework motivation measure for use with middle school students with attention-deficit/hyperactivity disorder (ADHD).","authors":"Joshua M Langberg, Zoe R Smith, Melissa R Dvorsky, Stephen J Molitor, Elizaveta Bourchtein, Laura D Eddy, Hana-May Eadeh, Lauren E Oddo","doi":"10.1037/spq0000219","DOIUrl":"https://doi.org/10.1037/spq0000219","url":null,"abstract":"Many students with attention-deficit/hyperactivity disorder (ADHD) exhibit deficits in motivation to pursue long-term goals. Students with ADHD have particular difficulty with motivation to complete homework-related tasks and often fail to complete assignments. Although these problems are common and may impact academic performance, no homework-motivation measures have been validated for use with students with ADHD. The primary goal of the present study was to evaluate the factor structure and predictive validity of a homework-motivation measure based upon the expectancy-value theory of achievement motivation. A sample of 285 middle school students with ADHD completed the measure, and confirmatory factor analysis was used to evaluate the proposed factor structure and associations with parent and teacher ratings of homework performance. A 2-factor structure emerged, and model fit was excellent. Further, student-rated ability-expectancy beliefs demonstrated significant associations with parent-rated homework problems and performance and with teacher-rated homework performance and percentage of assignments turned in above and beyond ADHD symptoms. Future directions for studying the importance of motivation in students with ADHD are provided, with particular attention to the role that reward sensitivity may play in motivation. (PsycINFO Database Record","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"33 3","pages":"390-398"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35361537","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: 10

Relations between third grade teachers' depressive symptoms and their feedback to students, with implications for student mathematics achievement. 三年级教师抑郁症状与学生反馈的关系及其对学生数学成绩的影响。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2018-06-01 Epub Date: 2017-08-31 DOI: 10.1037/spq0000225

Leigh McLean, Carol McDonald Connor

{"title":"Relations between third grade teachers' depressive symptoms and their feedback to students, with implications for student mathematics achievement.","authors":"Leigh McLean, Carol McDonald Connor","doi":"10.1037/spq0000225","DOIUrl":"https://doi.org/10.1037/spq0000225","url":null,"abstract":"Recent studies have observed connections among teachers' depressive symptoms and student outcomes; however, the specific mechanisms through which teachers' mental health characteristics operate in the classroom remain largely unknown. The present study used student-level observation methods to examine the relations between third-grade teachers' (N = 32) depressive symptoms and their academic feedback to students (N = 310) and sought to make inferences about how these factors might influence students' mathematics achievement. A novel observational tool, the Teacher Feedback Coding System-Academic (TFCS-A), was used that assesses feedback across 2 dimensions-teacher affect and instructional strategy, which have been shown to be important to student learning. Multilevel exploratory factor analysis of TFCS-A data suggested 2 primary factors: positive feedback and neutral/negative feedback. Hierarchical linear modeling revealed that positive feedback was related to higher math achievement among students who began the year with weaker math skills and that teachers who reported more depressive symptoms less frequently provided this positive feedback. Results offer new information about a type of instruction that may be affected by teachers' depressive symptoms and inform efforts aimed at improving teachers' instructional interactions with students. (PsycINFO Database Record","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"33 2","pages":"272-282"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5832510/pdf/nihms895096.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35361536","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: 18

The effect of data points per x- to y-axis ratio on visual analysts evaluation of single-case graphs. 每x轴与y轴比值的数据点对视觉分析人员评估单例图的影响。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2018-06-01 Epub Date: 2018-02-15 DOI: 10.1037/spq0000243

Keith C Radley, Evan H Dart, Sarah J Wright

{"title":"The effect of data points per x- to y-axis ratio on visual analysts evaluation of single-case graphs.","authors":"Keith C Radley, Evan H Dart, Sarah J Wright","doi":"10.1037/spq0000243","DOIUrl":"https://doi.org/10.1037/spq0000243","url":null,"abstract":"Research based on single-case designs (SCD) are frequently utilized in educational settings to evaluate the effect of an intervention on student behavior. Visual analysis is the primary method of evaluation of SCD, despite research noting concerns regarding reliability of the procedure. Recent research suggests that characteristics of the graphic display may contribute to poor reliability and overestimation of intervention effects. This study investigated the effect of increasing or decreasing the data points per x- to y-axis ratio (DPPXYR) on rater evaluations of functional relation and effect size in SCD data sets. Twenty-nine individuals (58.6% male) with experience in SCD were asked to evaluate 40 multiple baseline data sets. Two data sets reporting null, small, moderate, and large intervention effects (8 total) were modified by manipulating the ratio of the x- to y-axis (5 variations), resulting in 40 total graphs. Results indicate that raters scored effects as larger as the DPPXYR decreased. Additionally, a 2-way within-subjects analysis of variance (ANOVA) revealed a significant main effect of DPPXYR manipulation on effect size rating, F(2.11, 58.98) = 58.05, p < .001, η2 = .675, and an interaction between DPPXYR manipulation and magnitude of effect, F(6.71, 187.78) = 11.45, p < .001, η2 = .29. Overall, results of the study indicate researchers and practitioners should maintain a DPPXYR of .14 or larger in the interest of more conservative effect size judgments. (PsycINFO Database Record","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"33 2","pages":"314-322"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35834067","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: 33

Predicting bystander intervention among middle school students. 中学生旁观者干预的预测。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2018-06-01 DOI: 10.1037/spq0000262

Nicole Menolascino, Lyndsay N Jenkins

{"title":"Predicting bystander intervention among middle school students.","authors":"Nicole Menolascino, Lyndsay N Jenkins","doi":"10.1037/spq0000262","DOIUrl":"https://doi.org/10.1037/spq0000262","url":null,"abstract":"Bullying is a prevalent issue in schools, and the importance of involving bystanders in bullying prevention has been recognized; however, there are few studies that examine personal characteristics that relate to the five steps of Latané and Darley's (1970) Bystander Intervention Model (notice the event, interpret as an emergency, accept responsibility, know what to do, and act). This study examined cognitive and affective empathy and perceived popularity and their relation to each of the five steps of the Bystander Intervention Model in Bullying (Nickerson, Aloe, Livingston, & Feeley, 2014), as well as explored if gender changed those relations. With a sample of 346 sixth to eighth grade students, we found a negative relation between perceived popularity and noticing bullying events. For boys, higher affective empathy was associated with a greater likelihood of interpreting bullying as an emergency and accepting responsibility for intervening, but for girls, their perception of bullying as an emergency and accepting responsibility was stable regardless of their level of affective empathy. (PsycINFO Database Record","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"33 2","pages":"305-313"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36201584","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: 22

An empirical study of multidimensional fidelity of COMPASS consultation. COMPASS咨询的多维保真度实证研究。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2018-06-01 Epub Date: 2017-08-31 DOI: 10.1037/spq0000217

Venus Wong, Lisa A Ruble, John H McGrew, Yue Yu

{"title":"An empirical study of multidimensional fidelity of COMPASS consultation.","authors":"Venus Wong, Lisa A Ruble, John H McGrew, Yue Yu","doi":"10.1037/spq0000217","DOIUrl":"10.1037/spq0000217","url":null,"abstract":"Consultation is essential to the daily practice of school psychologists (National Association of School Psychologist, 2010). Successful consultation requires fidelity at both the consultant (implementation) and consultee (intervention) levels. We applied a multidimensional, multilevel conception of fidelity (Dunst, Trivette, & Raab, 2013) to a consultative intervention called the Collaborative Model for Promoting Competence and Success (COMPASS) for students with autism. The study provided 3 main findings. First, multidimensional, multilevel fidelity is a stable construct and increases over time with consultation support. Second, mediation analyses revealed that implementation-level fidelity components had distant, indirect effects on student Individualized Education Program (IEP) outcomes. Third, 3 fidelity components correlated with IEP outcomes: teacher coaching responsiveness at the implementation level, and teacher quality of delivery and student responsiveness at the intervention levels. Implications and future directions are discussed. (PsycINFO Database Record","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"33 2","pages":"251-263"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5832494/pdf/nihms886225.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35361968","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

Gender integration in coeducational classrooms: Advancing educational research and practice. 男女同校课堂中的性别融合:推进教育研究与实践。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2018-06-01 DOI: 10.1037/spq0000266

Richard A Fabes, Carol Lynn Martin, Laura D Hanish, Dawn DeLay

{"title":"Gender integration in coeducational classrooms: Advancing educational research and practice.","authors":"Richard A Fabes, Carol Lynn Martin, Laura D Hanish, Dawn DeLay","doi":"10.1037/spq0000266","DOIUrl":"https://doi.org/10.1037/spq0000266","url":null,"abstract":"Despite the fact that most boys and girls are in classrooms together, there is considerable variation in the degree to which their classrooms reflect gender integration (GI). In some classrooms, boys' and girls' relationships with each other are generally positive and harmonious. However, in other classes, students tend to only work with classmates of the same gender (i.e., gender segregation, GS), and cross-gender interactions seldom occur or, when they do, they may not be positive. As such, the coeducational context of schools provides no assurance that boys and girls work effectively together to learn, solve academic problems, and support one another in their academic efforts. The purpose of this perspective paper is to call attention to the importance of studying and understanding the role of GI in contemporary U.S. coeducational classrooms. Some of the costs associated with the failure to consider GI also are identified, as are implications for future research and educational practice. (PsycINFO Database Record","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"33 2","pages":"182-190"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36201582","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: 14

Differences in school climate and student engagement in China and the United States. 中美两国学校氛围和学生参与的差异。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2018-06-01 DOI: 10.1037/spq0000247

George G Bear, Chunyan Yang, Dandan Chen, Xianyou He, Jia-Shu Xie, Xishan Huang

{"title":"Differences in school climate and student engagement in China and the United States.","authors":"George G Bear, Chunyan Yang, Dandan Chen, Xianyou He, Jia-Shu Xie, Xishan Huang","doi":"10.1037/spq0000247","DOIUrl":"https://doi.org/10.1037/spq0000247","url":null,"abstract":"Objective: The purpose of this study was to examine differences between American and Chinese students in their perceptions of school climate and engagement in school, and in the relation between school climate and engagement.Method: Confirmatory factor analyses were used to support the factor structure and measurement invariance of the two measures administered: The Delaware School Climate Survey-Student and the Delaware Student Engagement Scale. Differences in latent means were tested, and differences in relations between variables were examined using multilevel hierarchical linear modeling. Participants consisted of 3,176 Chinese and 4,085 American students, Grades 3-5, 7-8, and 10-12.Results: Chinese students perceived school climate more favorably than American students, particularly beyond elementary school. Findings were more complex for student engagement. In elementary school, American students reported greater cognitive-behavioral and emotional engagement, and especially the former. In middle school and high school, Chinese students reported greater emotional engagement; however, no significant differences were found for cognitive-behavioral engagement. Most intriguing were results of multilevel hierarchical modeling that examined associations between school climate and student engagement: They were significant in American schools but not Chinese schools.Conclusion: Chinese students, compared with American students, perceived the climate of their schools more favorably, especially after elementary school. However, among Chinese students, their perceptions of school climate were unrelated to their self-reported engagement in school-school climate did not seem to matter as much. (PsycINFO Database Record","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"33 2","pages":"323-335"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36201585","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: 51

Direct training to improve educators' treatment integrity: A systematic review of single-case design studies. 提高教育工作者治疗完整性的直接培训:单例设计研究的系统回顾。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2018-06-01 Epub Date: 2017-06-15 DOI: 10.1037/spq0000210

Lindsay M Fallon, Kathryn D Kurtz, Marlana R Mueller

{"title":"Direct training to improve educators' treatment integrity: A systematic review of single-case design studies.","authors":"Lindsay M Fallon, Kathryn D Kurtz, Marlana R Mueller","doi":"10.1037/spq0000210","DOIUrl":"https://doi.org/10.1037/spq0000210","url":null,"abstract":"In consultation, school psychologists may offer educators direct training to support the implementation of classroom interventions aimed to improve student outcomes. The purpose of this study was to conduct a systematic literature review of single-case design research studies during which educators received direct training to implement a classroom intervention, specifically instructions, modeling, practice, and feedback. Two doctoral students in school psychology screened 228 articles and evaluated 33 studies to determine if direct training is effective and an evidence-based practice per single-case design standards proposed by the What Works Clearinghouse. Results of the review indicate that there is support for the practice to be deemed evidence-based and associated with better intervention implementation than before its application. Implications include direct training being considered for intensive, complex interventions to promote educator success with implementation. (PsycINFO Database Record","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"33 2","pages":"169-181"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35092172","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: 31

Is reducing uncertain control the key to successful test anxiety intervention for secondary school students? Findings from a randomized control trial. 减少不确定性控制是中学生考试焦虑干预成功的关键吗?一项随机对照试验的结果。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2018-06-01 Epub Date: 2017-11-02 DOI: 10.1037/spq0000228

David W Putwain, Marc Pescod

{"title":"Is reducing uncertain control the key to successful test anxiety intervention for secondary school students? Findings from a randomized control trial.","authors":"David W Putwain, Marc Pescod","doi":"10.1037/spq0000228","DOIUrl":"https://doi.org/10.1037/spq0000228","url":null,"abstract":"The aim of the study was to conduct a randomized control trial of a targeted, facilitated, test anxiety intervention for a group of adolescent students, and to examine the mediating role of uncertain control. Fifty-six participants (male = 19, white = 21, mean age = 14.7 years) were randomly allocated to an early intervention or wait-list control group. Participants completed the Revised Test Anxiety Scale and the Uncertain Control Scale from the Motivation and Engagement Scale at baseline, after the early intervention group had received the intervention, and again, after the wait-list control group had received the intervention. Participants showed moderate to large reductions in the worry and tension components of test anxiety, and uncertain control, after the intervention. The reduction in worry and tension was partially mediated by the reduction in uncertain control. Findings contribute to the evidence base for test anxiety interventions designed for school age populations and highlight uncertain control as an important factor in test anxiety intervention. (PsycINFO Database Record","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"33 2","pages":"283-292"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35216303","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: 33

Early predictors of escalating internalizing problems across middle childhood. 儿童期中期内化问题升级的早期预测因素。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2018-06-01 Epub Date: 2017-08-10 DOI: 10.1037/spq0000218

Cen Wang, Kate E Williams, Ameneh Shahaeian, Linda J Harrison

{"title":"Early predictors of escalating internalizing problems across middle childhood.","authors":"Cen Wang, Kate E Williams, Ameneh Shahaeian, Linda J Harrison","doi":"10.1037/spq0000218","DOIUrl":"https://doi.org/10.1037/spq0000218","url":null,"abstract":"The objective of this study is to examine the trajectory of internalizing problems across middle childhood among a population sample of Australian children, and to understand the timing of explanatory factors related to children's development of internalizing problems, by using multiple-indicator latent growth curve modeling. Participants were children, parents, and teachers in the Longitudinal Study of Australian Children (LSAC) Kindergarten (K) cohort (n = 3,153). Mothers reported on children's internalizing problems at 3 time points (6-7, 8-9, and 10-11 years). Explanatory factors included gender, emotional regulation skills, externalizing problems, peer relationships, parenting behaviors, socioeconomic status, and maternal mental health reported by mothers and teachers at 2 time points (4-5 years and 6-7 years). Growth modeling identified an increasing trajectory of internalizing problems over time. Initial levels were predicted by concurrent (6-7 years) emotional dysregulation, externalizing problems, angry parenting, and maternal mental health problems, as well as earlier (4-5 years) peer problems and maternal mental health. Escalation in internalizing problems was predicted by externalizing problems, peer problems, maternal mental health at 4-5 years, and emotional dysregulation and peer problems at 6-7 years. Girls had both higher initial levels and faster escalation of internalizing problems than boys. The findings provide ecological and developmental evidence and insights for effective intervention. Identifying and addressing early problems with peers may be particularly important to avoid the risk of escalating internalizing problems. Professional development sessions for educators to promote and support children's emotional regulation and peer interaction skills are likely to have a positive impact on children's well-being. (PsycINFO Database Record","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"33 2","pages":"200-212"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35310365","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: 27