Suicide has become the second leading cause of death for individuals between 15 and 29 years old and increasingly more common within college students (WHO, 2016). The purpose of this study was to examine the associations among alexithymia, impulsivity, and locus of control as predictors of suicide risk in college students. Participants were comprised of 550 undergraduate students from two universities in the southeastern United States. Multiple regression analyses were examined to evaluate what variables could be significant predictors of suicide risk in college students. Age, alexithymia subscales of difficulty identifying feelings and externally oriented thinking, and impulsivity subscales of motor, self-control, and nonplanning were considered significant in the regression analysis of suicide risk. Psychoeducational implications, limitations, and future directions are also discussed.
{"title":"College Student Suicide Risk: The Relationship between Alexithymia, Impulsivity, and Internal Locus of Control","authors":"M. Loftis, Tony Michael, C. Luke","doi":"10.17583/ijep.2019.3991","DOIUrl":"https://doi.org/10.17583/ijep.2019.3991","url":null,"abstract":"Suicide has become the second leading cause of death for individuals between 15 and 29 years old and increasingly more common within college students (WHO, 2016). The purpose of this study was to examine the associations among alexithymia, impulsivity, and locus of control as predictors of suicide risk in college students. Participants were comprised of 550 undergraduate students from two universities in the southeastern United States. Multiple regression analyses were examined to evaluate what variables could be significant predictors of suicide risk in college students. Age, alexithymia subscales of difficulty identifying feelings and externally oriented thinking, and impulsivity subscales of motor, self-control, and nonplanning were considered significant in the regression analysis of suicide risk. Psychoeducational implications, limitations, and future directions are also discussed.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47036772","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}
This study reports on the process how pre-service EFL teachers developed as autonomous learners during a 14-week period in a Turkish higher education context. The participants included 25 freshman pre-service teachers, 11 males and 14 females, studying at an English language teacher education program of a state university. A course, specifically designed to improve students’ autonomy was taken by the participants and multiple forms of data collection tools were employed throughout the study. The Autonomous Learning Scale (ALS) developed by Macaskill and Taylor (2010) was used at the beginning and the end of the course, the participants were asked to write reflection reports and they were also interviewed at the end of the process. The findings demonstrated a significant change in the autonomy level of participants, specifically a dramatic change in their independence of learning. Besides, it was found that being more aware of the self, taking charge of their own learning and changing perspectives towards the notion of learning were the biggest gains of the process for the participants. In line with literature, the findings were discussed and several suggestions were made on how to integrate autonomy practices into teacher education programs.
{"title":"Fostering Learner Autonomy among Pre-Service EFL Teachers: A Mixed-Method Study","authors":"Gökhan Öztürk","doi":"10.17583/ijep.2019.4427","DOIUrl":"https://doi.org/10.17583/ijep.2019.4427","url":null,"abstract":"This study reports on the process how pre-service EFL teachers developed as autonomous learners during a 14-week period in a Turkish higher education context. The participants included 25 freshman pre-service teachers, 11 males and 14 females, studying at an English language teacher education program of a state university. A course, specifically designed to improve students’ autonomy was taken by the participants and multiple forms of data collection tools were employed throughout the study. The Autonomous Learning Scale (ALS) developed by Macaskill and Taylor (2010) was used at the beginning and the end of the course, the participants were asked to write reflection reports and they were also interviewed at the end of the process. The findings demonstrated a significant change in the autonomy level of participants, specifically a dramatic change in their independence of learning. Besides, it was found that being more aware of the self, taking charge of their own learning and changing perspectives towards the notion of learning were the biggest gains of the process for the participants. In line with literature, the findings were discussed and several suggestions were made on how to integrate autonomy practices into teacher education programs.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43631119","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}
Developing literacy in two languages can be challenging for young bilingual children. This longitudinal study investigates the effects of bilingualism in the spelling strategies of English-Portuguese speaking children. A total of 88 six-to-seven-year-old bilinguals and monolinguals were followed during one academic year and data gathered on a range of verbal and written language skills and non-verbal measures while controlling for SES. For both bilinguals and monolinguals letter knowledge, phonological awareness and word concept were significant predictors of spelling. However, non-verbal reasoning played an increasing role in explaining spelling variance for bilinguals, suggesting that learning to spell in two alphabetic languages places more demands on non-verbal processing skills. Spelling error analyses further revealed that bilinguals when compared to monolinguals showed more reliance on phonological strategies, less compliance with the L1 orthographic system and at times transference from L2. The results suggest important implications for our understanding of spelling acquisition and the development of effective intervention practices for bilingual children.
{"title":"Young Bilingual Children’s Spelling Strategies: A Comparative Study of 6- to 7-Year-Old Bilinguals and Monolinguals","authors":"Sofia Guimaraes, E. Parkins","doi":"10.17583/ijep.2019.4099","DOIUrl":"https://doi.org/10.17583/ijep.2019.4099","url":null,"abstract":"Developing literacy in two languages can be challenging for young bilingual children. This longitudinal study investigates the effects of bilingualism in the spelling strategies of English-Portuguese speaking children. A total of 88 six-to-seven-year-old bilinguals and monolinguals were followed during one academic year and data gathered on a range of verbal and written language skills and non-verbal measures while controlling for SES. For both bilinguals and monolinguals letter knowledge, phonological awareness and word concept were significant predictors of spelling. However, non-verbal reasoning played an increasing role in explaining spelling variance for bilinguals, suggesting that learning to spell in two alphabetic languages places more demands on non-verbal processing skills. Spelling error analyses further revealed that bilinguals when compared to monolinguals showed more reliance on phonological strategies, less compliance with the L1 orthographic system and at times transference from L2. The results suggest important implications for our understanding of spelling acquisition and the development of effective intervention practices for bilingual children.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41336959","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}
{"title":"Flocking Together. An Indigenous Psychology Theory of Resilience in Southern Africa","authors":"Tepora Pukepuke","doi":"10.17583/ijep.2019.4794","DOIUrl":"https://doi.org/10.17583/ijep.2019.4794","url":null,"abstract":"","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46845142","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}
The etiology of intelligence and learning difficulties are interpreted and perceived in different ways within society. The present study aims to explore the perceptions of a sample of n=501 Brazilian teachers regarding genetic and environmental influences on intelligence and learning difficulties. Using numerical scales, it was observed that importance was ascribed by teachers to genetic and environmental influences across both the intelligence and learning difficulties domains. A multiple choice items test revealed differences on the perceptions of teachers according to gender, age, schooling, area of knowledge, income, years of experience, knowledge of genetics, and having studied genetics. Responses favouring genetic explanations were associated with certain demographic factors while the perception that only environment affects the various domains was not associated with any specific demographics.
{"title":"Teachers' Perceptions about the Etiology of Intelligence and Learning Difficulties","authors":"Mayra Antonelli-Ponti, Madeline Crosswaite","doi":"10.17583/IJEP.2019.3777","DOIUrl":"https://doi.org/10.17583/IJEP.2019.3777","url":null,"abstract":"The etiology of intelligence and learning difficulties are interpreted and perceived in different ways within society. The present study aims to explore the perceptions of a sample of n=501 Brazilian teachers regarding genetic and environmental influences on intelligence and learning difficulties. Using numerical scales, it was observed that importance was ascribed by teachers to genetic and environmental influences across both the intelligence and learning difficulties domains. A multiple choice items test revealed differences on the perceptions of teachers according to gender, age, schooling, area of knowledge, income, years of experience, knowledge of genetics, and having studied genetics. Responses favouring genetic explanations were associated with certain demographic factors while the perception that only environment affects the various domains was not associated with any specific demographics.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42459148","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}
Amar Hisham bin Jaaffar, Hazril Izwar Ibrahim, J. Rajadurai, M. Sadiq Sohail
This study further extends a theoretical model of psychological empowerment by investigating the relationships between self-efficacy, self-confidence and self-esteem. A sample of by 383 of Malaysian undergraduates participating in Work Integrated Learning (WIL)programmes across five public universities is used to test the model employing partial-least squares based structural equation modelling .The results have demonstrated that self-efficacy and self-esteem have a positive and significant relationship with self-confidence. This study also confirms the moderating effect of self-esteem on the relationship between self-efficacy and self-confidence. Furthermore, the findings of this study provide insight of the influence of WIL programmes on the undergraduates’ psychological attributes. These findings have implications for WIL stakeholders, which are highlighted in the paper.
{"title":"Psychological Impact of Work-Integrated Learning Programmes in Malaysia: The Moderating Role of Self-Esteem on Relation between Self-Efficacy and Self-Confidence","authors":"Amar Hisham bin Jaaffar, Hazril Izwar Ibrahim, J. Rajadurai, M. Sadiq Sohail","doi":"10.17583/IJEP.2019.3389","DOIUrl":"https://doi.org/10.17583/IJEP.2019.3389","url":null,"abstract":"This study further extends a theoretical model of psychological empowerment by investigating the relationships between self-efficacy, self-confidence and self-esteem. A sample of by 383 of Malaysian undergraduates participating in Work Integrated Learning (WIL)programmes across five public universities is used to test the model employing partial-least squares based structural equation modelling .The results have demonstrated that self-efficacy and self-esteem have a positive and significant relationship with self-confidence. This study also confirms the moderating effect of self-esteem on the relationship between self-efficacy and self-confidence. Furthermore, the findings of this study provide insight of the influence of WIL programmes on the undergraduates’ psychological attributes. These findings have implications for WIL stakeholders, which are highlighted in the paper.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48444832","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}
This study examines the complexities of the social learning environment in middle school physical education. Specifically, we investigate the independent and interactive predictive effects of situational interest and needs supportive teaching on students’ personal interest and class engagement. Middle school students (N = 388) in compulsory physical education courses completed questionnaires on situational interest, needs supportive teaching, personal interest, and behavioral and emotional engagement. Results from structural equation modeling tests revealed independent predictive effects of situational interest and needs supportive teaching on personal interest, and behavioral and emotional engagement. There was also an interactive effect between situational interest and needs supportive teaching on personal interest. This association was conditional on a minimum level of needs support in the social learning environment. To date, the conceptualization of situational interest has focused on student – activity interactions; however, our findings highlight the importance of social learning environment on student – activity interactions.
{"title":"Student Interest and Engagement in Middle School Physical Education: Examining the Role of Needs Supportive Teaching","authors":"J. Otundo, Alex C. Garn","doi":"10.17583/IJEP.2019.3356","DOIUrl":"https://doi.org/10.17583/IJEP.2019.3356","url":null,"abstract":"This study examines the complexities of the social learning environment in middle school physical education. Specifically, we investigate the independent and interactive predictive effects of situational interest and needs supportive teaching on students’ personal interest and class engagement. Middle school students (N = 388) in compulsory physical education courses completed questionnaires on situational interest, needs supportive teaching, personal interest, and behavioral and emotional engagement. Results from structural equation modeling tests revealed independent predictive effects of situational interest and needs supportive teaching on personal interest, and behavioral and emotional engagement. There was also an interactive effect between situational interest and needs supportive teaching on personal interest. This association was conditional on a minimum level of needs support in the social learning environment. To date, the conceptualization of situational interest has focused on student – activity interactions; however, our findings highlight the importance of social learning environment on student – activity interactions.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49636215","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}
In higher education, self-concepts of ability (SCA) and intrinsic task values (ITV) are key determinants of students’ choice of study program and dropout. Both constructs are multidimensional (i.e., specific to curricular learning content) and hierarchically structured (i.e., aggregate into one or more higher-order factors), which is often neglected in higher education research. Therefore, the present study investigated German business studies students’ (N = 375; age: M (SD) = 21.8 (5.51); 59% female) SCAs and ITVs at the level of subfields. Longitudinal data collected at the transition into higher education (t1) and toward the end of the first semester (t2) gave insight into (changes in) interrelations and antecedents of subfield-specific SCAs and ITVs during the introductory study phase, when students likely had to review their hitherto anticipated motivational beliefs. Results from confirmatory factor analyses and structural equation modeling revealed that interrelations of SCAs and ITVs decrease over time. SCAs correlate increasingly strongly within a mathematical and a verbal domain compared to cross-domain correlations. Accordingly, mathematics, but not German SCA, from high school predicts all subfield-specific SCAs at t1, but only mathematical subfield SCAs at t2. The pattern of results for ITVs is less systematic: Mathematics ITV consistently predicted both mathematical subfield ITVs, whereas German ITV predicted law ITV only at t1. Curricular and practical implications of the subfield-specific formation of motivational beliefs at the transition into higher education are discussed.
{"title":"Motivational Beliefs Specific to Business Studies Subfields: Interrelations, Antecedents, and Change in the Introductory Study Phase","authors":"Julia Gorges","doi":"10.17583/IJEP.2019.3780","DOIUrl":"https://doi.org/10.17583/IJEP.2019.3780","url":null,"abstract":"In higher education, self-concepts of ability (SCA) and intrinsic task values (ITV) are key determinants of students’ choice of study program and dropout. Both constructs are multidimensional (i.e., specific to curricular learning content) and hierarchically structured (i.e., aggregate into one or more higher-order factors), which is often neglected in higher education research. Therefore, the present study investigated German business studies students’ (N = 375; age: M (SD) = 21.8 (5.51); 59% female) SCAs and ITVs at the level of subfields. Longitudinal data collected at the transition into higher education (t1) and toward the end of the first semester (t2) gave insight into (changes in) interrelations and antecedents of subfield-specific SCAs and ITVs during the introductory study phase, when students likely had to review their hitherto anticipated motivational beliefs. Results from confirmatory factor analyses and structural equation modeling revealed that interrelations of SCAs and ITVs decrease over time. SCAs correlate increasingly strongly within a mathematical and a verbal domain compared to cross-domain correlations. Accordingly, mathematics, but not German SCA, from high school predicts all subfield-specific SCAs at t1, but only mathematical subfield SCAs at t2. The pattern of results for ITVs is less systematic: Mathematics ITV consistently predicted both mathematical subfield ITVs, whereas German ITV predicted law ITV only at t1. Curricular and practical implications of the subfield-specific formation of motivational beliefs at the transition into higher education are discussed.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67636570","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}
The current study aims to assess the effectiveness of a program based on a multi-sensory strategy in developing of visual perception for primary school learners with learning disabilities. The study employed the quasi-experimental method on the experimental group of learners. A training program based on multi-sensory strategy was employed on a group of third and fourth graders (n = 30) who were exposed to draw upon their sensorimotor memories and familiarities to recognize the mentally stimulating texts. The other group of 30 learners i.e. the control group was exposed to the regular reading comprehension instructions. Pre-to-post test differences were examined in terms of the learners’ visual perception to evaluate the teaching’s effectiveness. The results illustrates that there is a difference in the level of visual perception skills of the learners of both groups. And the differences were in favor of multi-sensory strategy. The findings of this study suggest that it is constructive for learners to connect their sensorimotor experiences to the text/or the reading materials they are exposed to.
{"title":"Effectiveness of a Program Based on A Multi-Sensory Strategy in Developing Visual Perception of Primary School Learners with Learning Disabilities: A Contextual Study of Arabic Learners","authors":"M. Alenizi","doi":"10.17583/IJEP.2019.3346","DOIUrl":"https://doi.org/10.17583/IJEP.2019.3346","url":null,"abstract":"The current study aims to assess the effectiveness of a program based on a multi-sensory strategy in developing of visual perception for primary school learners with learning disabilities. The study employed the quasi-experimental method on the experimental group of learners. A training program based on multi-sensory strategy was employed on a group of third and fourth graders (n = 30) who were exposed to draw upon their sensorimotor memories and familiarities to recognize the mentally stimulating texts. The other group of 30 learners i.e. the control group was exposed to the regular reading comprehension instructions. Pre-to-post test differences were examined in terms of the learners’ visual perception to evaluate the teaching’s effectiveness. The results illustrates that there is a difference in the level of visual perception skills of the learners of both groups. And the differences were in favor of multi-sensory strategy. The findings of this study suggest that it is constructive for learners to connect their sensorimotor experiences to the text/or the reading materials they are exposed to.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44869182","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}
Research in the field of educational linguistics has found that low levels of academic language development negatively affect children’s language, reading and writing skills and, therefore, academic achievements. This is more noticeable in students from low SES backgrounds, who traditionally have a lower exposure to academic language. Nevertheless, dialogic learning environments such as Dialogic Literary Gatherings (DLGs), a worldwide educational practice where participants read and debate literary classics in an egalitarian dialogue, contribute to the appearance of school-relevant language and literacy skills. Although multiple studies on DLGs have shown their impact in different levels, including improving vocabulary and reading skills, the emergence of such skills has not been studied in depth yet. This exploratory study aims to analyze the emergence of academic language and literacy skills in 19 students between the ages of 11 and 13 studying in a school in Spain with over 90% immigrant students. Results show that the egalitarian dialogue in which DLGs are based favors the emergence of school-relevant language and literacy skills, such as judgements and arguments, referential links, or connectives.
{"title":"Developing School-relevant Language and Literacy Skills through Dialogic Literary Gatherings","authors":"Garazi López de Aguileta","doi":"10.17583/IJEP.2019.4028","DOIUrl":"https://doi.org/10.17583/IJEP.2019.4028","url":null,"abstract":"Research in the field of educational linguistics has found that low levels of academic language development negatively affect children’s language, reading and writing skills and, therefore, academic achievements. This is more noticeable in students from low SES backgrounds, who traditionally have a lower exposure to academic language. Nevertheless, dialogic learning environments such as Dialogic Literary Gatherings (DLGs), a worldwide educational practice where participants read and debate literary classics in an egalitarian dialogue, contribute to the appearance of school-relevant language and literacy skills. Although multiple studies on DLGs have shown their impact in different levels, including improving vocabulary and reading skills, the emergence of such skills has not been studied in depth yet. This exploratory study aims to analyze the emergence of academic language and literacy skills in 19 students between the ages of 11 and 13 studying in a school in Spain with over 90% immigrant students. Results show that the egalitarian dialogue in which DLGs are based favors the emergence of school-relevant language and literacy skills, such as judgements and arguments, referential links, or connectives.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44532665","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}
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