Although a decline in adolescents' well-being has repeatedly been reported, longitudinal evidence for this development is rare and time-varying factors like teacher autonomy support that could be associated with this trend have sparsely been investigated. Therefore, the present study examined how the temporal development of perceived autonomy support from their German language arts teachers is related to changes in four different facets of students' well-being. Longitudinal data from 3446 adolescents from Germany (NSchools = 178) on five measurement points (Grades 5–9) were analyzed using latent growth curve models. Satisfaction with school, enjoyment of school, and self-rated health decreased over time, while social integration remained stable. Perceived teacher autonomy support also declined between Grades 5 and 9. Furthermore, baseline levels of perceived teacher autonomy support and facets of well-being were positively related. Finally and most importantly, our results indicated that changes in perceived teacher autonomy support were positively associated with the development of satisfaction with school, enjoyment of school, and self-rated health, but not social integration. The findings suggest that perceived teacher autonomy support plays an important role in the development of students' well-being in adolescence.
{"title":"The longitudinal development of students' well-being in adolescence: The role of perceived teacher autonomy support","authors":"Ruben Kleinkorres, Justine Stang-Rabrig, Nele McElvany","doi":"10.1111/jora.12821","DOIUrl":"10.1111/jora.12821","url":null,"abstract":"<p>Although a decline in adolescents' well-being has repeatedly been reported, longitudinal evidence for this development is rare and time-varying factors like teacher autonomy support that could be associated with this trend have sparsely been investigated. Therefore, the present study examined how the temporal development of perceived autonomy support from their German language arts teachers is related to changes in four different facets of students' well-being. Longitudinal data from 3446 adolescents from Germany (<i>N</i><sub>Schools</sub> = 178) on five measurement points (Grades 5–9) were analyzed using latent growth curve models. Satisfaction with school, enjoyment of school, and self-rated health decreased over time, while social integration remained stable. Perceived teacher autonomy support also declined between Grades 5 and 9. Furthermore, baseline levels of perceived teacher autonomy support and facets of well-being were positively related. Finally and most importantly, our results indicated that changes in perceived teacher autonomy support were positively associated with the development of satisfaction with school, enjoyment of school, and self-rated health, but not social integration. The findings suggest that perceived teacher autonomy support plays an important role in the development of students' well-being in adolescence.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"33 2","pages":"496-513"},"PeriodicalIF":3.6,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.12821","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9693368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Within the framework of positive youth development (PYD) and life course theory, this study was designed to examine patterns of PYD and promotive factors over the first semester of Chinese high school with a sample of 480 students (boys, 43.96%). The growth mixture model identified four trajectories of PYD, labeled high start–fast decreasing, high start–low decreasing, low start–low increasing, and mid–persistent. Results also showed that membership in a PYD trajectory is significantly related to three promotive factors: parental involvement, teacher involvement, and intentional self-regulation. These findings have important theoretical and practical insights for a deeper understanding of the underlying mechanisms of positive development in adolescents following the critical period surrounding the transition to high school.
{"title":"Trajectories of positive youth development and promotive factors among adolescents during the transition to high school in China","authors":"Xiaoyun Chai, Peng Xiong, Danhua Lin","doi":"10.1111/jora.12826","DOIUrl":"10.1111/jora.12826","url":null,"abstract":"<p>Within the framework of positive youth development (PYD) and life course theory, this study was designed to examine patterns of PYD and promotive factors over the first semester of Chinese high school with a sample of 480 students (boys, 43.96%). The growth mixture model identified four trajectories of PYD, labeled high start–fast decreasing, high start–low decreasing, low start–low increasing, and mid–persistent. Results also showed that membership in a PYD trajectory is significantly related to three promotive factors: parental involvement, teacher involvement, and intentional self-regulation. These findings have important theoretical and practical insights for a deeper understanding of the underlying mechanisms of positive development in adolescents following the critical period surrounding the transition to high school.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"33 2","pages":"564-574"},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9693372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study sought to examine longitudinal associations among delinquency, children's disclosure to parents, parent-child relationship quality, and parental knowledge in a South Korean sample. Longitudinal research shows that in Western samples, delinquency is negatively associated with the latter three variables. We also sought to test whether the associations varied across gender. We found little evidence of significant reciprocal relationships among the variables and no differences in associations across gender. A second analysis revealed that adolescents’ involvement with delinquent peers was a good predictor of subsequent delinquency for males and females. Implications of the findings for future research and practice are discussed.
{"title":"South Korean adolescents' delinquency, disclosure, parental knowledge, parent–child closeness, and delinquent peer associations","authors":"Duane Rudy, Seunghee Han, Mansoo Yu","doi":"10.1111/jora.12822","DOIUrl":"10.1111/jora.12822","url":null,"abstract":"<p>The present study sought to examine longitudinal associations among delinquency, children's disclosure to parents, parent-child relationship quality, and parental knowledge in a South Korean sample. Longitudinal research shows that in Western samples, delinquency is negatively associated with the latter three variables. We also sought to test whether the associations varied across gender. We found little evidence of significant reciprocal relationships among the variables and no differences in associations across gender. A second analysis revealed that adolescents’ involvement with delinquent peers was a good predictor of subsequent delinquency for males and females. Implications of the findings for future research and practice are discussed.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"33 2","pages":"514-529"},"PeriodicalIF":3.6,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9690388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dorothy L. Espelage, Christopher R. Harper, Katherine M. Ingram, Kathleen C. Basile, Ruth W. Leemis, Kyle K. Nickodem
Using family systems theory, this longitudinal study of middle school youth examined the effects of abuse, family conflict, and sibling aggression on sexual harassment perpetration (N = 1563; Mage 11.2, 51% boys; 39% Hispanic, 29% Black, and 19% White). Boys reported more sexual harassment than girls; perpetration increased for both. The association between a hostile home environment and sexual harassment perpetration was moderated by school experiences. School belonging buffered effects of hostile home environment on baseline sexual harassment perpetration for boys who experienced abuse and White adolescents with high sibling aggression. Academic grades moderated change in perpetration over time, but effects differed by sex and race. It is important to understand how early violence exposures relate to sexual violence perpetration during early adolescence.
{"title":"Hostile home environment predicting early adolescent sexual harassment perpetration and potential school-related moderators","authors":"Dorothy L. Espelage, Christopher R. Harper, Katherine M. Ingram, Kathleen C. Basile, Ruth W. Leemis, Kyle K. Nickodem","doi":"10.1111/jora.12823","DOIUrl":"10.1111/jora.12823","url":null,"abstract":"<p>Using family systems theory, this longitudinal study of middle school youth examined the effects of abuse, family conflict, and sibling aggression on sexual harassment perpetration (<i>N</i> = 1563; <i>M</i><sub>age</sub> 11.2, 51% boys; 39% Hispanic, 29% Black, and 19% White). Boys reported more sexual harassment than girls; perpetration increased for both. The association between a hostile home environment and sexual harassment perpetration was moderated by school experiences. School belonging buffered effects of hostile home environment on baseline sexual harassment perpetration for boys who experienced abuse and White adolescents with high sibling aggression. Academic grades moderated change in perpetration over time, but effects differed by sex and race. It is important to understand how early violence exposures relate to sexual violence perpetration during early adolescence.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"33 2","pages":"530-546"},"PeriodicalIF":3.6,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9743628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kimberly R. Osborne, Mia A. Smith-Bynum, Ashley A. Walsdorf, Leslie A. Anderson, Margaret O'Brien Caughy
We hypothesized that the goodness-of-fit between profiles of observed, caregiver-provided ethnic–racial socialization (ERS), and child self-regulation (i.e., inhibitory control) would differentially associate with child behavioral outcomes. Conversations between 80 caregivers (45% Latinx; 55% Black) and their children (Mage = 11.09; 46% female) were rated for ERS. Measures included an inhibitory control composite (ages 2.5–3.5) and the Child Behavior Checklist (CBCL; age 12). Three profiles were determined: Comprehensive (n = 34), Reactive (n = 8), and Pragmatic (n = 38). Only youth with low inhibitory control in preschool appeared to benefit from Pragmatic ERS, whereas youth with normative or high inhibitory control in early childhood displayed lower internalizing and externalizing behaviors when they had Comprehensive or Reactive rather than Pragmatic caregivers.
{"title":"Preparing Black and Latinx children for police encounters: Caregiver response profiles and child self-regulation","authors":"Kimberly R. Osborne, Mia A. Smith-Bynum, Ashley A. Walsdorf, Leslie A. Anderson, Margaret O'Brien Caughy","doi":"10.1111/jora.12824","DOIUrl":"10.1111/jora.12824","url":null,"abstract":"<p>We hypothesized that the goodness-of-fit between profiles of observed, caregiver-provided ethnic–racial socialization (ERS), and child self-regulation (i.e., inhibitory control) would differentially associate with child behavioral outcomes. Conversations between 80 caregivers (45% Latinx; 55% Black) and their children (<i>M</i> <sub>age</sub> = 11.09; 46% female) were rated for ERS. Measures included an inhibitory control composite (ages 2.5–3.5) and the Child Behavior Checklist (CBCL; age 12). Three profiles were determined: <i>Comprehensive</i> (<i>n</i> = 34), <i>Reactive</i> (<i>n</i> = 8), and <i>Pragmatic</i> (<i>n</i> = 38). Only youth with low inhibitory control in preschool appeared to benefit from <i>Pragmatic</i> ERS, whereas youth with normative or high inhibitory control in early childhood displayed lower internalizing and externalizing behaviors when they had <i>Comprehensive</i> or <i>Reactive</i> rather than <i>Pragmatic</i> caregivers.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"33 2","pages":"547-563"},"PeriodicalIF":3.6,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10327933/pdf/nihms-1906109.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9763406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dismantling racism and oppression in adolescence requires sound measurement and rigorous methods. In this commentary, we discuss the measurement of institutional and structural racism and approaches to operationalizing structures and systems in adolescent research. Drawing on a recent framework for the conceptualization, measurement, and analysis of institutional racism and health (Needham et al., Journal of Racial and Ethnic Health Disparities, in press), we highlight several considerations for measuring institutional and structural racism. These include definitional issues, the tension between individual- and area-level measures, questions of timing, and matters of design and analysis. We conclude with suggestions to address gaps in existing literature and call for transdisciplinary training, collaboration, and partnership to promote the healthy development of Black and Indigenous People of Color (BIPOC) adolescents and young people.
{"title":"Measuring institutional and structural racism in research on adolescence and developmental science","authors":"Enrique W. Neblett Jr., Aaron J. Neal","doi":"10.1111/jora.12810","DOIUrl":"10.1111/jora.12810","url":null,"abstract":"<p>Dismantling racism and oppression in adolescence requires sound measurement and rigorous methods. In this commentary, we discuss the measurement of institutional and structural racism and approaches to operationalizing structures and systems in adolescent research. Drawing on a recent framework for the conceptualization, measurement, and analysis of institutional racism and health (Needham et al., <i>Journal of Racial and Ethnic Health Disparities</i>, in press), we highlight several considerations for measuring institutional and structural racism. These include definitional issues, the tension between individual- and area-level measures, questions of timing, and matters of design and analysis. We conclude with suggestions to address gaps in existing literature and call for transdisciplinary training, collaboration, and partnership to promote the healthy development of Black and Indigenous People of Color (BIPOC) adolescents and young people.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"32 4","pages":"1280-1284"},"PeriodicalIF":3.6,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/7d/4d/JORA-32-1280.PMC10108306.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9675820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the past decade, interest and research on critical consciousness has increased dramatically. This commentary updates and expands Sociopolitical Development Theory by Watts and Flanagan (Journal of Community Psychology, 35, 2007, 1), elaborating on elements of the theory and linking them to liberation praxis. Expansion included research of the interplay of social identity and Critical Social Analysis (CSA) (i.e., the deconstruction of oppression's causes and effects through a political lens). This exploratory, qualitative project analyzed narratives written by young adults seeking admission to a training program for community-organizers. The result was a framework of “Viewpoints” relevant to programming for adolescents. Sample quotes illustrate how combinations of CSA and social identities can enrich sociopolitical development and are enriched by intersectionalities.
在过去的十年里,人们对批判意识的兴趣和研究急剧增加。这篇评论更新并扩展了Watts和Flanagan的《社会政治发展理论》(Journal of Community Psychology, 35, 2007, 1),详细阐述了该理论的要素,并将它们与解放实践联系起来。扩展包括社会认同和批判性社会分析(CSA)的相互作用的研究(即,通过政治镜头解构压迫的原因和影响)。这个探索性质的项目分析了寻求加入社区组织者培训项目的年轻人所写的故事。其结果是一个与青少年方案编制有关的“观点”框架。示例引用说明了CSA和社会身份的结合如何丰富社会政治发展,并通过交叉性而丰富。
{"title":"Sociopolitical development and social identities","authors":"Roderick J. Watts, Alexis Halkovic","doi":"10.1111/jora.12811","DOIUrl":"10.1111/jora.12811","url":null,"abstract":"<p>In the past decade, interest and research on critical consciousness has increased dramatically. This commentary updates and expands Sociopolitical Development Theory by Watts and Flanagan (<i>Journal of Community Psychology</i>, 35, 2007, 1), elaborating on elements of the theory and linking them to liberation praxis. Expansion included research of the interplay of social identity and Critical Social Analysis (CSA) (i.e., the deconstruction of oppression's causes and effects through a political lens). This exploratory, qualitative project analyzed narratives written by young adults seeking admission to a training program for community-organizers. The result was a framework of “Viewpoints” relevant to programming for adolescents. Sample quotes illustrate how combinations of CSA and social identities can enrich sociopolitical development and are enriched by intersectionalities.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"32 4","pages":"1270-1279"},"PeriodicalIF":3.6,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10814808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Laura Wray-Lake, Dawn P. Witherspoon, Linda C. Halgunseth, Amanda Sheffield Morris
In reflecting on the collection of work in the recent Journal of Research on Adolescence special series and what it means for research to dismantle systems of racism and oppression, we call for adolescent development researchers to embrace anti-racist research. We describe a set of strategies for conceptualizing, conducting, and disseminating research with adolescents using an anti-racist lens. These strategies flow from tenets of anti-racist research that include recognizing racism as systemic and being critically self-reflective on power and privilege, committed to doing no harm to adolescents, action-oriented, and community-centered. Despite obstacles to anti-racist research in academic and public ecosystems, anti-racist research is essential if we are interested in equity in adolescent' development and the well-being of all adolescents.
{"title":"Dismantling systems of racism and oppression during adolescence: An agenda for anti-racist research","authors":"Laura Wray-Lake, Dawn P. Witherspoon, Linda C. Halgunseth, Amanda Sheffield Morris","doi":"10.1111/jora.12814","DOIUrl":"10.1111/jora.12814","url":null,"abstract":"<p>In reflecting on the collection of work in the recent <i>Journal of Research on Adolescence</i> special series and what it means for research to dismantle systems of racism and oppression, we call for adolescent development researchers to embrace anti-racist research. We describe a set of strategies for conceptualizing, conducting, and disseminating research with adolescents using an anti-racist lens. These strategies flow from tenets of anti-racist research that include recognizing racism as systemic and being critically self-reflective on power and privilege, committed to doing no harm to adolescents, action-oriented, and community-centered. Despite obstacles to anti-racist research in academic and public ecosystems, anti-racist research is essential if we are interested in equity in adolescent' development and the well-being of <i>all</i> adolescents.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"32 4","pages":"1285-1297"},"PeriodicalIF":3.6,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10795229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined how parental autonomy support and control are conceptualized by adolescents in Hong Kong (Grades 7–11) using the Perceived Parental Autonomy Support Scale. Competitive models were evaluated using confirmatory factor analyses. Although the 6-factor model demonstrated the best fit, further analyses indicated that a second-order structure was more appropriate. Provision of choice, acknowledgment of child's feelings, rationale for rules, and demands subsumed under autonomy support. Guilt-inducing criticisms and the use of threats subsumed under control. Performance pressure emerged as a first-order construct on its own. Measurement invariance was evident across adolescent gender and age. All subscales had adequate to strong reliability. Discriminate validity was evident. Findings offer insights into the conceptualization of autonomy support and control in Hong Kong.
{"title":"Conceptualizing maternal and paternal autonomy support and control among adolescents in Hong Kong","authors":"Tracy K. Y. Wong, Chiaki Konishi, Xuedi Liu","doi":"10.1111/jora.12819","DOIUrl":"10.1111/jora.12819","url":null,"abstract":"<p>This study examined how parental autonomy support and control are conceptualized by adolescents in Hong Kong (Grades 7–11) using the Perceived Parental Autonomy Support Scale. Competitive models were evaluated using confirmatory factor analyses. Although the 6-factor model demonstrated the best fit, further analyses indicated that a second-order structure was more appropriate. Provision of choice, acknowledgment of child's feelings, rationale for rules, and demands subsumed under autonomy support. Guilt-inducing criticisms and the use of threats subsumed under control. Performance pressure emerged as a first-order construct on its own. Measurement invariance was evident across adolescent gender and age. All subscales had adequate to strong reliability. Discriminate validity was evident. Findings offer insights into the conceptualization of autonomy support and control in Hong Kong.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"33 2","pages":"701-715"},"PeriodicalIF":3.6,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9689611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aggressive behaviors in early childhood may indicate future violence, so effective intervention measures should be taken on time to promote children's physical and psychological health. Based on sampling survey data from Jintang County in Sichuan Province of China, this paper analyzes the mechanism of rural children's aggressive behaviors from the perspective of peer influences and examines the role of parent involvement in it. The results show that the deeper the degree of deviant peer affiliation, the poorer the psychosocial adaptation of rural children, which is more likely to lead to aggressive behaviors. Parent involvement can effectively inhibit the aggressive behaviors of rural children arising from deviant peer affiliation.
{"title":"Deviant peer affiliation, parent involvement, and aggressive behaviors of rural children in China","authors":"Yang Yang, Binting Deng, Fan Yang","doi":"10.1111/jora.12818","DOIUrl":"10.1111/jora.12818","url":null,"abstract":"<p>Aggressive behaviors in early childhood may indicate future violence, so effective intervention measures should be taken on time to promote children's physical and psychological health. Based on sampling survey data from Jintang County in Sichuan Province of China, this paper analyzes the mechanism of rural children's aggressive behaviors from the perspective of peer influences and examines the role of parent involvement in it. The results show that the deeper the degree of deviant peer affiliation, the poorer the psychosocial adaptation of rural children, which is more likely to lead to aggressive behaviors. Parent involvement can effectively inhibit the aggressive behaviors of rural children arising from deviant peer affiliation.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"33 2","pages":"469-479"},"PeriodicalIF":3.6,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9689608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}