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The prediction of teacher credibility on student motivation: Academic engagement and satisfaction as mediating variables 教师信誉度对学生学习动机的预测:学业投入和满意度为中介变量
Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.05.001
Facundo Froment , Manuel de-Besa Gutiérrez

Students' perceptions of teachers' behavior in the classroom affect the teaching-learning process, impacting on various variables such as academic motivation, considered one of the most relevant factors in student learning. Student motivation is a relevant link between teacher behavior and student learning, so it is important to analyze students' perceptions of teacher behavior and its relationship with academic motivation. In this sense, students' perceptions of teacher credibility constitute one of the most relevant elements in the teaching-learning process. The objective of the study was to predict student motivation based on their perceptions of teacher credibility, mediated by their engagement and satisfaction. 487 students from the University of Cádiz participated and were administered the Credibility Scale, the Classroom Engagement Scale, the Academic Satisfaction Scale and the State Motivation Scale. The data were analyzed using a partial least squares structural equation modeling (PLS-SEM). The results show positive relationships between teacher credibility and engagement, satisfaction and motivation; between engagement and satisfaction and motivation and between satisfaction and motivation. Likewise, engagement has a mediating effect on the relationship between teaching credibility and motivation; satisfaction has a mediating effect on the relationship between teaching credibility and motivation; engagement has a mediating effect on the relationship between teacher credibility and satisfaction and satisfaction has a mediating effect on the relationship between engagement and motivation. Finally, through the predictive validity of the model, it is determined that teacher credibility, engagement and satisfaction predict motivation. The practical implications of the study involve enriching teaching by managing the credibility of teachers so that students are engaged, satisfied and motivated in the classroom.

学生对教师课堂行为的感知影响教学过程,影响各种变量,如学习动机,被认为是学生学习中最相关的因素之一。学生动机是教师行为与学生学习之间的相关纽带,因此分析学生对教师行为的感知及其与学术动机的关系具有重要意义。从这个意义上说,学生对教师信誉的认知是教学过程中最相关的因素之一。本研究的目的是根据学生对教师可信度的感知,通过参与度和满意度来预测学生的动机。来自加的斯大学的487名学生参加了并接受了可信度量表、课堂参与量表、学业满意度量表和国家动机量表的管理。使用偏最小二乘结构方程建模(PLS-SEM)对数据进行分析。研究结果表明,教师可信度与敬业度、满意度和动机呈正相关;参与度与满意度和动机之间以及满意度与动机之间。同样,参与对教学可信度和动机之间的关系具有中介作用;满意度对教学可信度与动机之间的关系具有中介作用;敬业度对教师可信度和满意度之间的关系具有中介作用,满意度对敬业度和动机之间的关系有中介作用。最后,通过模型的预测有效性,确定教师的可信度、敬业度和满意度对动机有预测作用。该研究的实际意义包括通过管理教师的可信度来丰富教学,使学生在课堂上投入、满意和有动力。
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引用次数: 5
Multilevel meta-analysis of school mindfulness-based intervention programs in Spain 西班牙学校正念干预项目的多层次元分析
Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.05.002
María José Arenilla Villalba, David Alarcón Rubio, María Amapola Povedano Díaz

Numerous studies support the benefits of mindfulness-based interventions (MBIs) in children and adolescents. Recent meta-analyses on the efficacy of these interventions in educational settings have found significant improvements in cognitive and behavioral measures with effect sizes ranging from small to moderate. However, no meta-analyses have evaluated the efficacy of MBIs in the Spanish educational setting. In this study, a systematic search of published articles and doctoral theses was performed through March 2022, with randomized controlled trials (RCTs) as an eligibility criterion. Eighteen studies with 1471 participants were included in the three-level meta-analysis. The overall average effect size was significant (g = 0.62), and significant effect sizes were obtained for all dimensions except for the mindfulness skills dimension, which included the following variables: personal and social development (g = 0.84), mood states (g = 0.44), cognitive functions (g = 0.67), emotional intelligence (g = 0.61), emotional and behavioral adjustment (g = 0.54), and mindfulness skills (g = 0.51). The analysis of the moderating variables showed that all the MBI types analyzed have significant effects, especially among the older participants, and that engaging in home practice and increasing the session duration in minutes improves their effectiveness. The results are relevant for research and for the implementation of mindfulness-based intervention programs in educational centers.

许多研究支持基于正念的干预措施(MBI)对儿童和青少年的益处。最近对这些干预措施在教育环境中的疗效进行的荟萃分析发现,认知和行为指标有了显著改善,效果大小从小到中等不等。然而,没有荟萃分析评估MBI在西班牙教育环境中的疗效。在这项研究中,以随机对照试验(RCT)为合格标准,对截至2022年3月发表的文章和博士论文进行了系统检索。共有18项研究,1471名参与者被纳入三级荟萃分析。总体平均效应大小显著(g = 0.62),除正念技能维度外,所有维度都获得了显著的效应大小,其中包括以下变量:个人和社会发展(g = 0.84),情绪状态(g = 0.44),认知功能(g = 0.67),情绪智力(g = 0.61),情绪和行为调整(g = 0.54),以及正念技能(g = 0.51)。对调节变量的分析表明,所分析的所有MBI类型都有显著影响,尤其是在老年参与者中,参与家庭实践和增加以分钟为单位的会话时间可以提高其有效性。研究结果与研究和教育中心实施基于正念的干预计划有关。
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引用次数: 0
The effects of a teacher training program on neuroeducation in improving reading, mathematical, social, emotional and moral competencies of secondary school students. A two-year quasi-experimental study 神经教育对中学生阅读、数学、社交、情感和道德能力提升的影响。一项为期两年的准实验研究
Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.04.002
María Caballero, Vicente J. Llorent

Teacher training is directly related to the quality of the educational process. In recent years, the contributions of neuroeducation have begun to be valued as an important element to improve teachers' skills. The current study has the objective of measuring the effectiveness of a teacher training program in neuroeducation through the improvement of three key competencies, reading, mathematical, social, emotional and moral competencies in secondary school students. This quasi-experimental study was carried out over two years, in which there have been two experimental and one control group, with 209 participants from all three schools in the same town of Spain (53.2% girls and 46.8% boys). The subjects are from all the classes of 1st grade of Secondary Education in the pre-test (M = 12.18 years old, SD = .45). After carrying out a repeated-measures ANOVA, the results show a significant effect of the intervention on reading competence, mathematical competence and empathy (social and emotional area) between the experimental groups and the control one. These findings invite us to think about the potential of neuroeducation in schools and have implications for educational policies, teacher training and school practice.

教师培训直接关系到教育过程的质量。近年来,神经教育的贡献开始被视为提高教师技能的重要因素。目前的研究目的是通过提高中学生的阅读、数学、社交、情感和道德三项关键能力来衡量神经教育教师培训计划的有效性。这项准实验研究历时两年,共有两个实验组和一个对照组,209名参与者来自西班牙同一城镇的所有三所学校(53.2%为女孩,46.8%为男孩)。受试者来自中等教育一年级的所有班级(M=12.18岁,SD=0.45)。在进行重复测量ANOVA后,结果显示干预对实验组和对照组的阅读能力、数学能力和移情(社会和情感领域)有显著影响。这些发现邀请我们思考学校神经教育的潜力,并对教育政策、教师培训和学校实践产生影响。
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引用次数: 4
Bullying in adolescence: Impact on socioemotional and behavioral adjustment 青少年恃强凌弱:对社会情绪和行为适应的影响
Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.02.003
Ildefonso Álvarez Marín , Alicia Pérez-Albéniz , Beatriz Lucas-Molina , Vanesa Martínez Valderrey , Eduardo Fonseca-Pedrero

Bullying is a form of repeated aggression against a person with the intent to harm and participate in a situation of abuse of power. The main goal of this study has been to analyze the association between school bullying and the socio-emotional and behavioral adjustment of adolescents involved in bullying situations as victims or as aggressors. To identify the groups under study, the European Bullying Intervention Project Questionnaire (EBIP-Q) was administered. A sample selected by stratified random cluster sampling was made, consisting of 1777 (54,1% women, M = 15.71 years, SD = 1.26). The dimensional model of two interrelated factors (victimization and aggression) showed a good fit to the data, as well as measurement invariance by gender. The omega coefficient of the victimization and aggression subscales has been .81 and .80, respectively. Statistically significant differences were found between victim and non-victim groups, and between victims and aggressors in self-esteem, symptoms of depression, and emotional and behavioral difficulties. The victims have obtained lower scores in self-esteem and higher scores in depression and emotional and behavioral difficulties than the victims or the aggressors. The bullies have more behavior problems than the non-bullies and a less prosocial behavior than the bullied students. These findings corroborate the negative implications in the socio-emotional and behavioral adjustment of bullying in adolescent victims and aggressors, and the adequate psychometric quality of the EBIP-Q scores as a tool for its evaluation.

欺凌是一种反复侵犯他人,意图伤害他人并参与滥用权力的行为。本研究的主要目的是分析学校欺凌与青少年作为受害者或施暴者在欺凌情况下的社会情绪和行为调整之间的关系。为了确定被研究的群体,实施了欧洲欺凌干预项目问卷(EBIP-Q)。采用分层随机整群抽样的方法选取1777名(女性54.1%,M=15.71岁,SD=1.26)样本。两个相关因素(受害和攻击)的维度模型与数据拟合良好,并且具有性别测量不变性。受害和攻击分量表的ω系数分别为.81和.80。在自尊、抑郁症状、情绪和行为困难方面,受害者和非受害者群体之间以及受害者和施暴者之间存在统计学上的显著差异。与受害者或施暴者相比,受害者在自尊方面得分较低,在抑郁、情绪和行为困难方面得分较高。欺凌者比非欺凌者有更多的行为问题,比被欺凌的学生有更少的亲社会行为。这些发现证实了青少年受害者和施暴者对欺凌的社会情感和行为调整的负面影响,以及作为评估工具的EBIP-Q评分的足够心理测量质量。
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引用次数: 4
Emotional intelligence and social support of teachers: Exploring how personal and social resources are associated with job satisfaction and intentions to quit job 教师情绪智力与社会支持:探讨个人和社会资源与工作满意度和辞职意向的关系
Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.02.001
Sergio Mérida-López , Cirenia Quintana-Orts , Taina Hintsa , Natalio Extremera

Although previous research has indicated that emotional abilities substantially affect teacher work-related well-being and motivation, studies examining the potential paths in which emotional intelligence relates to job satisfaction and intention to quit are limited. The current study examined a serial mediation model including a personal resource, i.e., emotional intelligence, as a predictor of job resources (i.e., perceived support from colleagues and supervisors), job satisfaction, and intention to quit. A total of 1,079 teaching professionals (651 female; Mage = 44.07 years) took part in this study. The teaching levels include: preschool, primary and secondary schools. A serial mediation model was tested with the SPSS macro PROCESS (model 80). Results supported a model showing that higher emotional intelligence was associated with lower teachers’ intention to quit via two indirect pathways: (a) higher job satisfaction and (b) higher perceived support from supervisors followed by higher job satisfaction. This study adds to our understanding of how personal and contextual resources may allow teachers to feel satisfied at work and less likely to consider withdrawal from work.

尽管先前的研究表明,情绪能力在很大程度上影响教师与工作相关的幸福感和动机,但研究情绪智力与工作满意度和辞职意向相关的潜在途径的研究有限。目前的研究检验了一个系列中介模型,包括个人资源,即情商,作为工作资源(即同事和主管的感知支持)、工作满意度和辞职意向的预测因素。共有1079名教学专业人员(651名女性;法师 = 44.07岁)参与本研究。教学层次包括:学前、小学和中学。使用SPSS宏PROCESS(模型80)对串行中介模型进行了测试。研究结果支持了一个模型,该模型表明,较高的情商与较低的教师辞职意愿通过两种间接途径相关:(a)较高的工作满意度和(b)较高的主管支持感,然后是较高的工作满意感。这项研究增加了我们对个人和情境资源如何让教师在工作中感到满意,以及不太可能考虑退出工作的理解。
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引用次数: 0
Bidirectional association between normative adjustment and bullying perpetration in adolescence: A prospective longitudinal study 青少年恃强凌弱行为与规范适应的双向关联:一项前瞻性纵向研究
Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.03.001
Eva M. Romera, Manuel Carmona-Rojas, Rosario Ortega-Ruiz, Antonio Camacho

Normative adjustment stimulates the development of attitudes and behaviours that promote school climate. Previous research has shown that it is a relevant factor in preventing involvement in risk behaviours that affect the quality of peer relationships in classrooms and schools. Previous the development of behaviour adjusted to the norms which promotes interaction processes fostering a positive atmosphere in the classroom and in the school. The aim of this study is to analyse the prospective influence of normative adjustment on bullying perpetration over four time periods spaced six months apart (18 months). A total of 3017 adolescents between 11 and 16 years (49.5% girls; MageT1 = 13.15, SD = 1.09) are involved in the present study. The Random Intercept Cross-Lagged Model results indicate an influential bidirectional association between normative adjustment and bullying perpetration over time. When the adolescents’ normative adjustment increases, their involvement in bullying perpetration decreases six months later. On the other hand, when the adolescents’ bullying perpetration increases over time, a decrease in normative adjustment is evident later. The unconditional univariate growth results report that normative adjustment increases, while bullying perpetration decreases. These findings are discussed in terms of the need to consider contextual factors and how they interact in our understanding and prevention of bullying in schools.

规范性的调整刺激了促进学校氛围的态度和行为的发展。先前的研究表明,它是防止参与影响课堂和学校同伴关系质量的风险行为的一个相关因素。以前,行为的发展适应了促进互动过程的规范,在课堂和学校中营造了积极的氛围。本研究的目的是分析规范性调整对相隔六个月(18个月)的四个时间段内欺凌行为的预期影响。本研究共涉及3017名11至16岁的青少年(49.5%为女孩;MageT1=113.15,SD=1.09)。随机拦截交叉滞后模型的结果表明,随着时间的推移,规范调整和欺凌行为之间存在着有影响力的双向关联。当青少年的规范性调整增加时,他们在六个月后参与欺凌行为的次数就会减少。另一方面,当青少年的欺凌行为随着时间的推移而增加时,规范调整的减少在以后是明显的。无条件的单变量增长结果表明,规范性调整增加,而欺凌行为减少。这些发现是从需要考虑背景因素以及它们在我们理解和预防学校欺凌中如何相互作用的角度进行讨论的。
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引用次数: 4
Adaptation of the direct and inferential mediation model of reading comprehension for Spanish speakers: A systematic review 西班牙语使用者阅读理解的直接和推理中介模式的适应性:系统回顾
Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.05.004
Juan Martínez-Cubelos , Juan Cruz Ripoll Salceda

The direct and inferential mediation model proposes that reading comprehension is the result of relationships between prior knowledge, decoding, strategies, vocabulary, and inferential ability. The original model includes causal relationships, established when evidence of the direct effect of one of the components on another is found, and correlational relationships, proposed between some components when no causal evidence is found. The objective of this study is to adapt the model for Spanish speakers based on a systematic review. The causal relationships and the proposed correlations are supported by a single study or a meta-analysis, in both cases the effect size is significant. Causal relationships are also established when the effect size is not significant, but substantially important. Forty-three intervention studies are selected that support five causal relationships: from strategies, vocabulary and inferential ability to reading comprehension; and from prior knowledge and strategies to inferential ability. Seventy-four correlational studies that support seven correlations are also selected: between prior knowledge and reading comprehension; decoding and reading comprehension; strategies and prior knowledge; vocabulary and inferential ability; decoding and vocabulary; decoding and prior knowledge; and decoding and inferential ability. The effect sizes of the causal relationships are between g = 0.47 and g = 1.16, and the effect sizes of the correlations between r = .2 and r = .47.

直接和推理中介模型认为,阅读理解是先验知识、解码、策略、词汇和推理能力之间关系的结果。原始模型包括当发现一个成分对另一个成分直接影响的证据时建立的因果关系,以及当没有发现因果证据时在一些成分之间提出的相关关系。本研究的目的是在系统综述的基础上,为讲西班牙语的人调整该模型。因果关系和所提出的相关性得到了单一研究或荟萃分析的支持,在这两种情况下,效应大小都是显著的。当效应大小不显著,但实质上很重要时,也会建立因果关系。选择了43项干预研究,支持五种因果关系:从策略、词汇和推理能力到阅读理解;从先验知识和策略到推理能力。还选择了74项支持七种相关性的相关性研究:先验知识和阅读理解之间的相关性;解码与阅读理解;战略和先验知识;词汇与推理能力;解码和词汇;解码和先验知识;以及解码和推理能力。因果关系的效应大小在g=0.47和g=1.16之间,相关性的效应大小则在r=.2和r=.47之间。
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引用次数: 0
What does the social and emotional learning interventions (SEL) tell us? A meta-analysis 社会和情感学习干预(SEL)告诉我们什么?一个荟萃分析
Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.02.002
Murat Ağırkan , Tuncay Ergene

This meta-analysis study aimed to examine the effects of 51 social and emotional learning (SEL) interventions conducted in Turkey between 1997 and 2021. The results were discussed under three categories: social-emotional skills, externalizing problems, and internalizing problems. The effects of the interventions were investigated in terms of eight moderator variables: intervention format, types of measurement, experimental design, educational level, average age, percentage of females, number of sessions, and duration of sessions. The findings showed that SEL interventions in Turkey improved students’ social-emotional skills [ES(SE) = 0.81(.10), 95% CI (0.60 - 1.03)] and significantly reduced their externalizing [ES(SE) = 0.78(.18), 95% CI (0.41 - 1.14)] and internalizing problems [ES(SE) = 0.95(.19), 95% CI (0.57 - 1.32)].

这项荟萃分析研究旨在检验1997年至2021年间在土耳其进行的51项社会和情感学习(SEL)干预措施的效果。研究结果分为三类:社会情感技能、外化问题和内化问题。干预措施的效果根据八个调节变量进行了调查:干预形式、测量类型、实验设计、教育水平、平均年龄、女性百分比、疗程次数和疗程持续时间。研究结果表明,土耳其的SEL干预提高了学生的社交情绪技能[ES(SE) = 0.81(.10),95%置信区间(0.60-1.03)],并显著降低其外化[ES(SE) = 0.78(.18),95%置信区间(0.41-1.14)]和内化问题[ES(SE) = 0.95(.19)、95%置信区间(0.57-1.32)]。
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引用次数: 3
Cooperative learning interventions and associated outcomes in future teachers: A systematic review 未来教师的合作学习干预及其相关结果:系统回顾
Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.04.001
Javier Fernandez-Rio , Sergio Rivera-Pérez , Damián Iglesias

The use of cooperative learning as a pedagogical framework in teacher-training colleges and universities has gained special relevance in the last decade. What do we know about the impact of cooperative learning-based interventions on future teachers so far? The purpose was to provide a contemporary picture on cooperative learning interventions in teacher education students conducting a systematic review. More specifically, this paper aimed to answer the following research questions: (1) What was the focus of studies investigating the benefits of cooperative learning in future teachers? (2) Which learning outcomes have been observed? (3) What were the main effects in student-teachers? Several electronic literature databases were involved in the process (Web of Science, EBSCO host, Scopus, ERIC, PsycINFO, SciELO). Quantitative, qualitative or mixed intervention studies were assessed. Nineteen eligible articles, involving 1944 teacher education students, were included to evaluate, organize and produce a high-level synthesis of evidence of this methodological approach. A comprehensive literature review is presented on its effects and learning outcomes. Findings showed that this teaching strategy can be useful for teacher education students’ global development: content knowledge, pedagogical content knowledge, personal, inter-personal and transversal skills, and professional skills and competencies. Unfortunately, these improvements are not linear and they need time and high-structured experiences. Cooperative learning has been found a positive framework in teacher education programs worldwide to train future teachers. Formative implications and future research are discussed.

在过去的十年里,合作学习作为师范学院和大学的教学框架得到了特别的重视。到目前为止,我们对基于合作学习的干预措施对未来教师的影响了解多少?目的是提供一幅关于合作学习干预教师教育学生进行系统审查的当代图景。更具体地说,本文旨在回答以下研究问题:(1)研究合作学习对未来教师的益处的重点是什么?(2) 观察到了哪些学习成果?(3) 对学生教师的主要影响是什么?几个电子文献数据库参与了这一过程(Web of Science、EBSCO主机、Scopus、ERIC、PsycINFO、SciELO)。评估了定量、定性或混合干预研究。19篇符合条件的文章涉及1944名师范生,旨在评估、组织和制作这种方法论方法的高水平证据综合。对其影响和学习成果进行了全面的文献综述。研究结果表明,这种教学策略有助于师范生的全球发展:内容知识、教学内容知识、个人、人际和横向技能,以及专业技能和能力。不幸的是,这些改进不是线性的,它们需要时间和高度结构化的体验。合作学习已被发现是世界各地教师教育计划中培养未来教师的一个积极框架。讨论了形成的含义和未来的研究。
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引用次数: 1
Effects of teachers’ participation in continuing professional development on students’ perceived physical literacy, motivation and enjoyment of physical activity 教师参与持续专业发展对学生感知体育素养、体育活动动机和享受的影响
Pub Date : 2022-07-01 DOI: 10.1016/j.psicoe.2022.05.003
Raymond K.W. Sum , Tristan Wallhead , Fong-Jia Wang , Siu-Ming Choi , Ming-Hui Li , Yong Liu

Physical education continuous professional development (PE-CPD) has been vaunted as a powerful influence on teachers’ professional competence and subsequent student learning. Despite this proposition, there remains limited empirical evidence for the effect of teacher participation in CPD on student learning outcomes. In light of this void, the purpose of this study was to examine the influence of an eight-month PE-CPD program on students’ perceived physical literacy, motivation and enjoyment of physical education. A randomized control trial design was used to assign a sample of 65 physical education teachers from Hong Kong to the CPD and control intervention groups. Students’ (n = 1,485) perceived physical literacy, motivation and enjoyment of physical education measures were collected across three phases of the program (post-program, eight-month follow-up, and 14-month follow-up). Repeated measures ANOVAs were conducted to analyze changes in student learning outcomes across the three phases of the intervention. Results revealed low significant interaction effects of perceived physical literacy, motivation, and enjoyment across time depending on the participation level in CPD. The findings of this study provide an important addition to the extant literature on CPD, by revealing that teachers’ commitment to participation in professional development may have a sustained influence on student affective learning outcomes.

体育持续专业发展(PE-CPD)一直被认为是对教师专业能力和学生后续学习的强大影响。尽管有这一主张,但关于教师参与持续专业发展对学生学习结果的影响,仍然有有限的实证证据。鉴于这一空白,本研究的目的是检验为期八个月的PE-CPD项目对学生感知的体育素养、动机和体育教育乐趣的影响。采用随机对照试验设计,将来自香港的65名体育教师随机分为持续专业发展组和对照干预组。在该项目的三个阶段(项目后、8个月的随访和14个月的跟踪)收集学生(n=1485)感知的体育素养、动机和对体育教育的享受程度。进行重复测量方差分析,以分析干预三个阶段学生学习结果的变化。结果显示,根据持续专业发展的参与水平,感知的身体素质、动机和享受在不同时间内的交互作用不显著。这项研究的结果为现有的CPD文献提供了一个重要的补充,揭示了教师参与专业发展的承诺可能会对学生的情感学习结果产生持续的影响。
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引用次数: 1
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Revista de Psicodidáctica (English ed.)
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