Pub Date : 2021-07-03DOI: 10.1080/20590776.2021.1965856
Edna Orr, Rinat Caspi
ABSTRACT Objective This study aimed to examine the effects of maternal demographics, interaction quality, and children’s gender on school readiness using different informants. Method Participants recruited for this study included 25 kindergarten teachers, 271 mothers, and their kindergarten children (169 girls and 102 boys with a mean age of 4.28 years). Mothers were asked to provide demographic information and complete a questionnaire regarding their interaction quality with their children. Kindergarten teachers assessed children’s school readiness. Results Structural equation modelling was employed to examine two layers: the effect of maternal antecedents on maternal interaction quality, and the role of maternal antecedents, maternal interaction quality, and child’s gender on school readiness. The results indicated that maternal interaction quality was affected by maternal age, family size, and working hours. Maternal interaction quality, maternal education, and child’s gender were triadic modalities found to be associated with school readiness. Conclusions This study provides additional insights into the socioecological factors that shape children’s academic outcomes and emphasizes school readiness as a salient factor affirming school entrance affected by multiple factors that may not solely depend on the child. This may ensure the requirement for comprehensive and inclusive directions concerning school readiness.
{"title":"Maternal socio-ecological antecedents and children’s school readiness","authors":"Edna Orr, Rinat Caspi","doi":"10.1080/20590776.2021.1965856","DOIUrl":"https://doi.org/10.1080/20590776.2021.1965856","url":null,"abstract":"ABSTRACT Objective This study aimed to examine the effects of maternal demographics, interaction quality, and children’s gender on school readiness using different informants. Method Participants recruited for this study included 25 kindergarten teachers, 271 mothers, and their kindergarten children (169 girls and 102 boys with a mean age of 4.28 years). Mothers were asked to provide demographic information and complete a questionnaire regarding their interaction quality with their children. Kindergarten teachers assessed children’s school readiness. Results Structural equation modelling was employed to examine two layers: the effect of maternal antecedents on maternal interaction quality, and the role of maternal antecedents, maternal interaction quality, and child’s gender on school readiness. The results indicated that maternal interaction quality was affected by maternal age, family size, and working hours. Maternal interaction quality, maternal education, and child’s gender were triadic modalities found to be associated with school readiness. Conclusions This study provides additional insights into the socioecological factors that shape children’s academic outcomes and emphasizes school readiness as a salient factor affirming school entrance affected by multiple factors that may not solely depend on the child. This may ensure the requirement for comprehensive and inclusive directions concerning school readiness.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"53 1","pages":"227 - 237"},"PeriodicalIF":1.5,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77616856","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}
Pub Date : 2021-07-03DOI: 10.1080/20590776.2021.1986356
Nicole Tape, Victoria Branson, M. Dry, D. Turnbull
ABSTRACT Objective: There is limited empirical research investigating the relationship between well-being and academic achievement and existing studies are largely conducted using cross-sectional methodology constraining conclusions regarding causality.Method: This study conducted at a South Australian high school addresses this gap by longitudinally investigating well-being and 10 academic achievement. Separate hierarchical regressions were run for Semesters 1 and 2 measures of academic achievement using ill-being, well-being, and gender as predictors.Results: In each case, ill-being and gender made a significant contribution to the prediction of academic achievement on the first step of the hierarchical regression. However, when well-being was added in the second step, ill-being no longer made a significant contribution. Each well-being 15 subscale positively correlated with academic achievement with the strongest effect being for perseverance.Conclusion: Positive education may therefore offer educators an avenue for simultaneously improving the well-being of students and their academic achievement.
{"title":"The impact of psychological well-being and ill-being on academic performance: a longitudinal and cross-sectional study","authors":"Nicole Tape, Victoria Branson, M. Dry, D. Turnbull","doi":"10.1080/20590776.2021.1986356","DOIUrl":"https://doi.org/10.1080/20590776.2021.1986356","url":null,"abstract":"ABSTRACT Objective: There is limited empirical research investigating the relationship between well-being and academic achievement and existing studies are largely conducted using cross-sectional methodology constraining conclusions regarding causality.Method: This study conducted at a South Australian high school addresses this gap by longitudinally investigating well-being and 10 academic achievement. Separate hierarchical regressions were run for Semesters 1 and 2 measures of academic achievement using ill-being, well-being, and gender as predictors.Results: In each case, ill-being and gender made a significant contribution to the prediction of academic achievement on the first step of the hierarchical regression. However, when well-being was added in the second step, ill-being no longer made a significant contribution. Each well-being 15 subscale positively correlated with academic achievement with the strongest effect being for perseverance.Conclusion: Positive education may therefore offer educators an avenue for simultaneously improving the well-being of students and their academic achievement.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"38 1","pages":"206 - 214"},"PeriodicalIF":1.5,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87605311","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}
Pub Date : 2021-07-03DOI: 10.1080/20590776.2021.1964071
Rhea Wagle, E. Dowdy, Karen Nylund-Gibson, J. Sharkey, D. Carter, M. Furlong
ABSTRACT Introduction: The investigation of school belonging is crucial due to its established significant associations with mental health, academic achievement, and risky behaviours coupled with the limited research documenting the configurations of children’s school belonging experiences. Objective: This study sought to better understand elementary students’ experiences of school belonging and how they correspond to mental health outcomes. Method: The current study explores school belonging in upper elementary school California students (N = 619). Latent profile analysis was conducted to determine the constellations of experiences. Path analyses were then added to the model to determine mental health outcomes for each emerging profile. Results: Latent profile analysis revealed the best fit for a three-profile solution: Low School Belonging, Moderate School Belonging, and High School Belonging. The majority of students were classified in the Low and Moderate School Belonging profiles. Demographic covariates indicated that female and Latinx students were more likely to experience high belonging than males and non-Latinx students. Concerning proximal outcomes, students in the High School Belonging profile reported higher psychological strengths and lower psychological distress. Conclusion: Practical implications include assessing and promoting school belonging more effectively in students, given the small percentage of students who perceive high levels of school belonging.
{"title":"School belonging constellations considering complete mental health in primary schools","authors":"Rhea Wagle, E. Dowdy, Karen Nylund-Gibson, J. Sharkey, D. Carter, M. Furlong","doi":"10.1080/20590776.2021.1964071","DOIUrl":"https://doi.org/10.1080/20590776.2021.1964071","url":null,"abstract":"ABSTRACT Introduction: The investigation of school belonging is crucial due to its established significant associations with mental health, academic achievement, and risky behaviours coupled with the limited research documenting the configurations of children’s school belonging experiences. Objective: This study sought to better understand elementary students’ experiences of school belonging and how they correspond to mental health outcomes. Method: The current study explores school belonging in upper elementary school California students (N = 619). Latent profile analysis was conducted to determine the constellations of experiences. Path analyses were then added to the model to determine mental health outcomes for each emerging profile. Results: Latent profile analysis revealed the best fit for a three-profile solution: Low School Belonging, Moderate School Belonging, and High School Belonging. The majority of students were classified in the Low and Moderate School Belonging profiles. Demographic covariates indicated that female and Latinx students were more likely to experience high belonging than males and non-Latinx students. Concerning proximal outcomes, students in the High School Belonging profile reported higher psychological strengths and lower psychological distress. Conclusion: Practical implications include assessing and promoting school belonging more effectively in students, given the small percentage of students who perceive high levels of school belonging.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"202 1","pages":"173 - 185"},"PeriodicalIF":1.5,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77688218","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}
Pub Date : 2021-07-03DOI: 10.1080/20590776.2021.1986355
E. Berger, L. D’Souza, Amy L. Miko
ABSTRACT Objective: This narrative review aimed to draw on the literature regarding school interventions for students with autism spectrum disorder and exposed to trauma.Method: However, because of the paucity of literature in this area, the intention of this review was also to explore possible intersections between trauma-informed school practices and autism spectrum disorder interventions in schools.Results: This review indicates that the pillars of trauma-informed care overlap with aspects of autism interventions in schools, and using a combined framework could be appropriate for students with autism spectrum disorder who have been exposed to trauma. These interventions promote improved student emotion awareness and regulation, school relationships and communication, and goal setting and school engagement, intending to reduce disruptive behaviours, improve school engagement and reduce learning impairments of these students.Conclusions: An integrated approach for students exposed to trauma and students with autism spectrum disorder is hypothesised to improve educator awareness and school practices in response to schoolchildren presenting with these challenges.
{"title":"School-based interventions for childhood trauma and autism spectrum disorder: a narrative review","authors":"E. Berger, L. D’Souza, Amy L. Miko","doi":"10.1080/20590776.2021.1986355","DOIUrl":"https://doi.org/10.1080/20590776.2021.1986355","url":null,"abstract":"ABSTRACT Objective: This narrative review aimed to draw on the literature regarding school interventions for students with autism spectrum disorder and exposed to trauma.Method: However, because of the paucity of literature in this area, the intention of this review was also to explore possible intersections between trauma-informed school practices and autism spectrum disorder interventions in schools.Results: This review indicates that the pillars of trauma-informed care overlap with aspects of autism interventions in schools, and using a combined framework could be appropriate for students with autism spectrum disorder who have been exposed to trauma. These interventions promote improved student emotion awareness and regulation, school relationships and communication, and goal setting and school engagement, intending to reduce disruptive behaviours, improve school engagement and reduce learning impairments of these students.Conclusions: An integrated approach for students exposed to trauma and students with autism spectrum disorder is hypothesised to improve educator awareness and school practices in response to schoolchildren presenting with these challenges.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"20 1","pages":"186 - 193"},"PeriodicalIF":1.5,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84351961","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}
Pub Date : 2021-07-03DOI: 10.1080/20590776.2021.1985378
Yong-Hwee Nah, Julianne Wen-Li Tan
ABSTRACT Objective It has been suggested that gender stereotypes can influence social perception and how people perceive behaviours in Autism Spectrum Disorder (ASD) based on the individual’s gender. This study aimed to investigate the effect of student’s gender on teachers’ perceptions of ASD behaviours in regular school settings. Method The sample consisted of 60 primary school teachers with a mean of 11.82 years (SD = 7.34) of teaching experience. Participants read a total of 20 vignettes depicting students’ behaviours and were asked to rate the featured student’s behaviour using a 5-point Likert scale (i.e., 1 = Strongly Negative to 5 = Strongly Positive). The survey vignettes were presented in a randomised order and participants were randomly assigned to either the female gender group or the male gender group. Results Results indicated that teachers rated the male ASD student’s social behaviours but not the repetitive and restricted behaviours significantly more negatively than the female ASD student. Using multiple regression analysis, teachers’ prior awareness of ASD affected their ratings for the social behaviours. Conclusion Findings from this study would have implications for teacher training in understanding and supporting students with ASD.
{"title":"Brief report: the effect of gender on teachers’ perceptions of behaviours in students with Autism Spectrum Disorder (ASD)","authors":"Yong-Hwee Nah, Julianne Wen-Li Tan","doi":"10.1080/20590776.2021.1985378","DOIUrl":"https://doi.org/10.1080/20590776.2021.1985378","url":null,"abstract":"ABSTRACT Objective It has been suggested that gender stereotypes can influence social perception and how people perceive behaviours in Autism Spectrum Disorder (ASD) based on the individual’s gender. This study aimed to investigate the effect of student’s gender on teachers’ perceptions of ASD behaviours in regular school settings. Method The sample consisted of 60 primary school teachers with a mean of 11.82 years (SD = 7.34) of teaching experience. Participants read a total of 20 vignettes depicting students’ behaviours and were asked to rate the featured student’s behaviour using a 5-point Likert scale (i.e., 1 = Strongly Negative to 5 = Strongly Positive). The survey vignettes were presented in a randomised order and participants were randomly assigned to either the female gender group or the male gender group. Results Results indicated that teachers rated the male ASD student’s social behaviours but not the repetitive and restricted behaviours significantly more negatively than the female ASD student. Using multiple regression analysis, teachers’ prior awareness of ASD affected their ratings for the social behaviours. Conclusion Findings from this study would have implications for teacher training in understanding and supporting students with ASD.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"67 1","pages":"249 - 254"},"PeriodicalIF":1.5,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83421064","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}
Pub Date : 2021-03-23DOI: 10.1080/20590776.2021.1899749
Gyanesh Kumar Tiwari, A. Singh, Priyanka Parihar, Ruchi Pandey, D. Sharma, P. Rai
ABSTRACT Objective The study explored the impacts of restrictions on the perceived psychological distress and health outcomes in children by their mothers who acted as their full-time caregivers during the pan-India lockdown after the outbreak of COVID-19. Method A narrative qualitative research design was used and a purposive heterogeneous sample of 20 mothers of children aged 9–11 years were chosen, who were in a full-time caregiving role. Data obtained through a telephonic semi-structured interview were analysed using Narrative Thematic Method. Results Four themes were generated: aberrant social responsivity and loneliness, decreased interest in regular activities, psychological distress and defiant emotional responses, and negative health outcomes. Anxiety, irritation, quarrelsome behaviours, anger, frustration, feeling low, reduced interest in games, boredom, etc. were reported in children. Decreased appetite, sleep disturbances, complaints of indigestion and multiple complaints of body aches were major negative health outcomes. Conclusions Mothers described a variety of psychological distress and health outcomes for children due to the extreme restrictions, uncertainty, apprehension, reduced positive engagement and lowered social connection after the outbreak of the pandemic. Family-, media-, school- and community-based real or virtual intervention programmes are recommended to minimize the negative impacts and to guard children against the ill-consequences of restrictions of current and future pandemics.
{"title":"Understanding the perceived psychological distress and health outcomes of children during COVID-19 pandemic","authors":"Gyanesh Kumar Tiwari, A. Singh, Priyanka Parihar, Ruchi Pandey, D. Sharma, P. Rai","doi":"10.1080/20590776.2021.1899749","DOIUrl":"https://doi.org/10.1080/20590776.2021.1899749","url":null,"abstract":"ABSTRACT Objective The study explored the impacts of restrictions on the perceived psychological distress and health outcomes in children by their mothers who acted as their full-time caregivers during the pan-India lockdown after the outbreak of COVID-19. Method A narrative qualitative research design was used and a purposive heterogeneous sample of 20 mothers of children aged 9–11 years were chosen, who were in a full-time caregiving role. Data obtained through a telephonic semi-structured interview were analysed using Narrative Thematic Method. Results Four themes were generated: aberrant social responsivity and loneliness, decreased interest in regular activities, psychological distress and defiant emotional responses, and negative health outcomes. Anxiety, irritation, quarrelsome behaviours, anger, frustration, feeling low, reduced interest in games, boredom, etc. were reported in children. Decreased appetite, sleep disturbances, complaints of indigestion and multiple complaints of body aches were major negative health outcomes. Conclusions Mothers described a variety of psychological distress and health outcomes for children due to the extreme restrictions, uncertainty, apprehension, reduced positive engagement and lowered social connection after the outbreak of the pandemic. Family-, media-, school- and community-based real or virtual intervention programmes are recommended to minimize the negative impacts and to guard children against the ill-consequences of restrictions of current and future pandemics.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"2 1","pages":"103 - 114"},"PeriodicalIF":1.5,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87736736","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}
Pub Date : 2021-03-22DOI: 10.1080/20590776.2021.1899750
M. Zabrocka
ABSTRACT Purpose: This article’s aim is to discuss the potential of audio description (AD) in two contexts: (1) developmental and educational difficulties experienced by children with low vision or total blindness; (2) psycho-social importance of access to mass media by children and adolescents. Method: The considerations presented here are formed on the basis of a literature review and – by referring to well-established theories – draw from several different fields, for example (typhlo)psychology, (typhlo)pedagogy, and media accessibility. Results: The existing evidence base shows that visual stimuli are a spur in children to start conversation, which, in turn, supports acquisition of communication skills and new knowledge. This suggests psychological and educational consequences for children with severe visual impairment. Conclusions: The present article explains why AD may be an effective tool to compensate for the lack of sight in children with severe visual impairment who may be missing out on important opportunities in terms of their overall growth and personal development. It also includes information for caregivers and teachers on why it is worth to use AD as a supportive tool for children with typical vision. The information provided may also act as a guideline for AD creators to reconsider the content and form of AD tracks, consequently optimizing the effectiveness of their products and increasing the social inclusion of children with visual impairment.
{"title":"Audio description accompanying video content as a compensatory tool in socialization and cognitive-linguistic development of children with visual impairment: the search for theory for alternative AD application","authors":"M. Zabrocka","doi":"10.1080/20590776.2021.1899750","DOIUrl":"https://doi.org/10.1080/20590776.2021.1899750","url":null,"abstract":"ABSTRACT Purpose: This article’s aim is to discuss the potential of audio description (AD) in two contexts: (1) developmental and educational difficulties experienced by children with low vision or total blindness; (2) psycho-social importance of access to mass media by children and adolescents. Method: The considerations presented here are formed on the basis of a literature review and – by referring to well-established theories – draw from several different fields, for example (typhlo)psychology, (typhlo)pedagogy, and media accessibility. Results: The existing evidence base shows that visual stimuli are a spur in children to start conversation, which, in turn, supports acquisition of communication skills and new knowledge. This suggests psychological and educational consequences for children with severe visual impairment. Conclusions: The present article explains why AD may be an effective tool to compensate for the lack of sight in children with severe visual impairment who may be missing out on important opportunities in terms of their overall growth and personal development. It also includes information for caregivers and teachers on why it is worth to use AD as a supportive tool for children with typical vision. The information provided may also act as a guideline for AD creators to reconsider the content and form of AD tracks, consequently optimizing the effectiveness of their products and increasing the social inclusion of children with visual impairment.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"12 1","pages":"215 - 226"},"PeriodicalIF":1.5,"publicationDate":"2021-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75771593","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}
Pub Date : 2020-08-28DOI: 10.1080/20590776.2021.1923131
J. Diggins
ABSTRACT There is a myriad of research that demonstrates the links between experiences of trauma and emotional and behavioural issues in children and adolescents. Evidence is now emerging that highlights that schools are a critical system to deliver support and interventions to address childhood trauma. The ReLATE trauma-informed model uses schoolwide trauma specific interventions to support students who require high levels of adjustment in education. The ReLATE trauma-informed model was evaluated as a 12-month intervention at a specialist school for emotional and behavioural difficulties. The intervention led to beneficial adjustment in various emotional and behavioural outcome domains. Significant reductions were found for parent-reported conduct problems, peer problems and total difficulties. The intervention displayed large effect sizes over the 12-month period. New students to the school demonstrated more positive adjustment. Existing students demonstrated nonsignificant positive adjustment. A reliable change was found for Global Impact, which indicated the benefits that occurred from the intervention generalised into homelife, friendships, learning and leisure activities. While previous literature has focused on teacher-observed adjustments, this study provides a parent perspective of student adjustment. This study also provides clarity around trauma-training and discusses the role that psychologists can play as consultants when implementing trauma-informed practice models in schools.
{"title":"Reductions in behavioural and emotional difficulties from a specialist, trauma-informed school","authors":"J. Diggins","doi":"10.1080/20590776.2021.1923131","DOIUrl":"https://doi.org/10.1080/20590776.2021.1923131","url":null,"abstract":"ABSTRACT There is a myriad of research that demonstrates the links between experiences of trauma and emotional and behavioural issues in children and adolescents. Evidence is now emerging that highlights that schools are a critical system to deliver support and interventions to address childhood trauma. The ReLATE trauma-informed model uses schoolwide trauma specific interventions to support students who require high levels of adjustment in education. The ReLATE trauma-informed model was evaluated as a 12-month intervention at a specialist school for emotional and behavioural difficulties. The intervention led to beneficial adjustment in various emotional and behavioural outcome domains. Significant reductions were found for parent-reported conduct problems, peer problems and total difficulties. The intervention displayed large effect sizes over the 12-month period. New students to the school demonstrated more positive adjustment. Existing students demonstrated nonsignificant positive adjustment. A reliable change was found for Global Impact, which indicated the benefits that occurred from the intervention generalised into homelife, friendships, learning and leisure activities. While previous literature has focused on teacher-observed adjustments, this study provides a parent perspective of student adjustment. This study also provides clarity around trauma-training and discusses the role that psychologists can play as consultants when implementing trauma-informed practice models in schools.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"113 1","pages":"194 - 205"},"PeriodicalIF":1.5,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75303374","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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