Pub Date : 2024-04-05DOI: 10.1177/15210251241245086
Miguel A. Trujillo, Yolanda (Yoli) Anyon
Despite educational levels improving in the Latinx community overall, Latinx adults continue to fall behind other racial and ethnic groups. The increases in educational attainment we have seen fall along gender lines, with Latinas graduating from college at a higher rate than Latinos. Despite these disparities, there is still a lack of knowledge about the intersectional education journey of Latinx students. This phenomenological study explores the gendered experiences of first-generation, documented, higher education students of Mexican origin who participated in a college preparatory program created for Latinx students and families. Utilizing the theory of community cultural wealth, students’ strengths are highlighted to demonstrate how their skills apply to higher education experiences. Findings indicate that long-term, holistic, mentoring from trusted adults was key to bolstering the educational success of students. The gendered analysis suggests Latinas may have increased opportunities to engage in on-campus programming than Latinos.
{"title":"The College-Going Experiences of Mexican American Participants Who Graduated from a College Preparatory Program","authors":"Miguel A. Trujillo, Yolanda (Yoli) Anyon","doi":"10.1177/15210251241245086","DOIUrl":"https://doi.org/10.1177/15210251241245086","url":null,"abstract":"Despite educational levels improving in the Latinx community overall, Latinx adults continue to fall behind other racial and ethnic groups. The increases in educational attainment we have seen fall along gender lines, with Latinas graduating from college at a higher rate than Latinos. Despite these disparities, there is still a lack of knowledge about the intersectional education journey of Latinx students. This phenomenological study explores the gendered experiences of first-generation, documented, higher education students of Mexican origin who participated in a college preparatory program created for Latinx students and families. Utilizing the theory of community cultural wealth, students’ strengths are highlighted to demonstrate how their skills apply to higher education experiences. Findings indicate that long-term, holistic, mentoring from trusted adults was key to bolstering the educational success of students. The gendered analysis suggests Latinas may have increased opportunities to engage in on-campus programming than Latinos.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"44 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140581318","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 : 2024-03-04DOI: 10.1177/15210251241235309
Patti A. Freeman, Gary D. Ellis, Brian J. Hill
Models of retention emphasize the importance of students developing a sense of connectedness to their university. We tested relations between students’ anticipated effects of on-campus leisure experiences on connectedness and experience type (performance, spectator/story, or sensory focus), provider service performance, prevalence of deep experience during participation, and experience value-after-use (value of time spent, proclivity to recommend, meaningfulness, and memorability). We collected on-campus leisure activity experience measures ( N = 5,931) from 886 students. After participating in each experience, students reported the impact they anticipated that experience would have on their connectedness to the university. Students also reported the experience type, prevalence of deep subjective experience during participation, service performance by staff, and experience value-after-use. Results supported all hypotheses. Students who participated were more likely to return the following academic year than the general student body.
{"title":"On-Campus Leisure Experiences and Student Sense of Connectedness","authors":"Patti A. Freeman, Gary D. Ellis, Brian J. Hill","doi":"10.1177/15210251241235309","DOIUrl":"https://doi.org/10.1177/15210251241235309","url":null,"abstract":"Models of retention emphasize the importance of students developing a sense of connectedness to their university. We tested relations between students’ anticipated effects of on-campus leisure experiences on connectedness and experience type (performance, spectator/story, or sensory focus), provider service performance, prevalence of deep experience during participation, and experience value-after-use (value of time spent, proclivity to recommend, meaningfulness, and memorability). We collected on-campus leisure activity experience measures ( N = 5,931) from 886 students. After participating in each experience, students reported the impact they anticipated that experience would have on their connectedness to the university. Students also reported the experience type, prevalence of deep subjective experience during participation, service performance by staff, and experience value-after-use. Results supported all hypotheses. Students who participated were more likely to return the following academic year than the general student body.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"12 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037635","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 : 2024-02-29DOI: 10.1177/15210251241230077
Evan E. Ozmat, Jessica L. Martin, M. Dolores Cimini
Research has demonstrated the link between experiences of mental health concerns, such as depression, and college attrition. The risk for mental health concerns is higher among lower-income first-year students of color. Higher levels of self-judgment have been shown to lead to poorer mental health. Female students tend to be higher in self-judgment, and lower-income students are at higher risk for mental health concerns, such as depression, during their first year of college. This study used longitudinal data from three time points to investigate gender's moderating effect on a causal association of self-judgment leading to depression among first-year college students identified by their university as being economically and academically disadvantaged, controlling for time ( N = 118; 92.37% non-White; 61.02% female). The findings suggest that self-judgment may be causally related to depression for only female students. Interventions aimed at increasing retention among academically and economically disadvantaged first-year students by targeting a self-judgment-to-depression causal link may be most effective for females.
{"title":"Self-Judgment and Depression Among Students of Color During the Transition to College: Gender Differences","authors":"Evan E. Ozmat, Jessica L. Martin, M. Dolores Cimini","doi":"10.1177/15210251241230077","DOIUrl":"https://doi.org/10.1177/15210251241230077","url":null,"abstract":"Research has demonstrated the link between experiences of mental health concerns, such as depression, and college attrition. The risk for mental health concerns is higher among lower-income first-year students of color. Higher levels of self-judgment have been shown to lead to poorer mental health. Female students tend to be higher in self-judgment, and lower-income students are at higher risk for mental health concerns, such as depression, during their first year of college. This study used longitudinal data from three time points to investigate gender's moderating effect on a causal association of self-judgment leading to depression among first-year college students identified by their university as being economically and academically disadvantaged, controlling for time ( N = 118; 92.37% non-White; 61.02% female). The findings suggest that self-judgment may be causally related to depression for only female students. Interventions aimed at increasing retention among academically and economically disadvantaged first-year students by targeting a self-judgment-to-depression causal link may be most effective for females.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"41 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025127","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 : 2024-02-23DOI: 10.1177/15210251241231242
Megan L. Kelly, Johanna Nieuwoudt, Royce Willis, Megan F. Lee
University students with a higher sense of belonging have previously been found to experience higher levels of academic engagement, motivation, achievement, and self-confidence. This article compares findings from a survey on student sense of belonging and retention distributed to Australian students prior to the COVID-19 pandemic in 2019 ( n = 570) and during the COVID-19 pandemic in 2021 ( n = 620). At both time points, students who considered dropping out of university had a significantly lower sense of belonging than those who had not considered leaving their studies before completion. Sense of belonging was positively correlated to levels of enjoyment and motivation in university. For students whose parents had both completed university, levels of belonging were found to be significantly higher than first-generation students prior to, but not during, the COVID-19 pandemic. Belonging is connected to students’ self-reported enjoyment of learning. When students feel connected to their university community, they are more likely to continue their studies.
{"title":"Belonging, Enjoyment, Motivation, and Retention: University Students’ Sense of Belonging Before and During the COVID-19 Pandemic","authors":"Megan L. Kelly, Johanna Nieuwoudt, Royce Willis, Megan F. Lee","doi":"10.1177/15210251241231242","DOIUrl":"https://doi.org/10.1177/15210251241231242","url":null,"abstract":"University students with a higher sense of belonging have previously been found to experience higher levels of academic engagement, motivation, achievement, and self-confidence. This article compares findings from a survey on student sense of belonging and retention distributed to Australian students prior to the COVID-19 pandemic in 2019 ( n = 570) and during the COVID-19 pandemic in 2021 ( n = 620). At both time points, students who considered dropping out of university had a significantly lower sense of belonging than those who had not considered leaving their studies before completion. Sense of belonging was positively correlated to levels of enjoyment and motivation in university. For students whose parents had both completed university, levels of belonging were found to be significantly higher than first-generation students prior to, but not during, the COVID-19 pandemic. Belonging is connected to students’ self-reported enjoyment of learning. When students feel connected to their university community, they are more likely to continue their studies.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"65 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139952893","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 : 2024-02-23DOI: 10.1177/15210251241230076
Dylan Naeger, Chris Greenwell, Mary Hums
The purpose of this study was to determine how enrollment in a basic instruction program (BIP) course may affect undergraduate student retention rates. This study examined whether enrollment in BIP courses influenced student retention of all first-time, full-time, baccalaureate degree-seeking students enrolled at a public research university during the years of 2014 and 2015 ( N = 5,565). A significant finding showed students enrolled in BIP courses during their first or second year had 1.65 greater odds of being retained after the second year. Additionally, students enrolled in BIP courses during their second year had 3.22 greater odds of second year retention. For each additional BIP course enrolled, students had 1.39 greater odds of being retained after the second year. While most institutions no longer require BIP enrollment, the findings in the current study demonstrate an association between BIP enrollment and greater odds of student retention.
{"title":"An Examination of How Participation in Basic Instruction Program (BIP) Courses May Influence College Student Retention Rates","authors":"Dylan Naeger, Chris Greenwell, Mary Hums","doi":"10.1177/15210251241230076","DOIUrl":"https://doi.org/10.1177/15210251241230076","url":null,"abstract":"The purpose of this study was to determine how enrollment in a basic instruction program (BIP) course may affect undergraduate student retention rates. This study examined whether enrollment in BIP courses influenced student retention of all first-time, full-time, baccalaureate degree-seeking students enrolled at a public research university during the years of 2014 and 2015 ( N = 5,565). A significant finding showed students enrolled in BIP courses during their first or second year had 1.65 greater odds of being retained after the second year. Additionally, students enrolled in BIP courses during their second year had 3.22 greater odds of second year retention. For each additional BIP course enrolled, students had 1.39 greater odds of being retained after the second year. While most institutions no longer require BIP enrollment, the findings in the current study demonstrate an association between BIP enrollment and greater odds of student retention.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"6 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139952947","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 : 2024-01-31DOI: 10.1177/15210251231219933
Yao Yang, Chunyu Xu, Tugce Karatas, Tybresha E. Glass, Yukiko Maeda
Psychological distress can influence a student's decision-making process regarding whether to persist in their academic journey. This study examined the influence of achievement goals and imposter syndrome on female STEM college students’ psychological distress. It involved 395 participants, with 37.72% identifying as minoritized and 44.05% as first-generation students, who completed an online survey. Findings of structural equation modeling indicated that higher imposter syndrome levels mediated the link between performance-avoidance and mastery-avoidance goals and psychological distress. Conversely, emphasizing mastery-approach goals was linked to lower imposter syndrome levels, reducing psychological distress. Multigroup analyses revealed these effects were consistent across different student groups, regardless of their minoritized status. But these effects are different between first-generation and continuing-generation college students. This suggests that educational institutions can implement strategies to support the mental wellbeing and retention of female STEM students.
{"title":"Achievement Goals, Imposter Syndrome, and Psychological Distress Among Female STEM Students: A Structural Equation Model","authors":"Yao Yang, Chunyu Xu, Tugce Karatas, Tybresha E. Glass, Yukiko Maeda","doi":"10.1177/15210251231219933","DOIUrl":"https://doi.org/10.1177/15210251231219933","url":null,"abstract":"Psychological distress can influence a student's decision-making process regarding whether to persist in their academic journey. This study examined the influence of achievement goals and imposter syndrome on female STEM college students’ psychological distress. It involved 395 participants, with 37.72% identifying as minoritized and 44.05% as first-generation students, who completed an online survey. Findings of structural equation modeling indicated that higher imposter syndrome levels mediated the link between performance-avoidance and mastery-avoidance goals and psychological distress. Conversely, emphasizing mastery-approach goals was linked to lower imposter syndrome levels, reducing psychological distress. Multigroup analyses revealed these effects were consistent across different student groups, regardless of their minoritized status. But these effects are different between first-generation and continuing-generation college students. This suggests that educational institutions can implement strategies to support the mental wellbeing and retention of female STEM students.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"79 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139952894","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 : 2024-01-31DOI: 10.1177/15210251241226664
Angela M. D. Bowlus, Mai Shoua Khang, Allen Bellas
This research investigates the impact of the topics discussed in an initial advising meeting on student retention and graduation. Understanding and connecting students’ motivations and goals to degree planning is a popular research topic, but limited information is available about how to implement this. This research considers six specific discussion topics for an initial advising contact. Data on newly enrolled students was collected over 3 years. A binomial logistic model was used to estimate the impact of discussing specific topics on retention and graduation. Results suggest that discussion of when students can declare a major and identification of an anticipated graduation term significantly increases the probability of graduation.
{"title":"Am I There Yet? The Importance of Discussing Anticipated Graduation Term With Newly Enrolled Advisees: A Case Study","authors":"Angela M. D. Bowlus, Mai Shoua Khang, Allen Bellas","doi":"10.1177/15210251241226664","DOIUrl":"https://doi.org/10.1177/15210251241226664","url":null,"abstract":"This research investigates the impact of the topics discussed in an initial advising meeting on student retention and graduation. Understanding and connecting students’ motivations and goals to degree planning is a popular research topic, but limited information is available about how to implement this. This research considers six specific discussion topics for an initial advising contact. Data on newly enrolled students was collected over 3 years. A binomial logistic model was used to estimate the impact of discussing specific topics on retention and graduation. Results suggest that discussion of when students can declare a major and identification of an anticipated graduation term significantly increases the probability of graduation.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"6 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139952952","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 : 2023-11-05DOI: 10.1177/15210251231210855
Thomas Zimmerman, Eugene T. Parker
Studies of financial stress, college debt, campus climate, and sense of belonging have each been conducted to better understand student retention and persistence, but few studies have explored the relationship between these variables and student outcomes. Researchers have found that financial need has a negative effect on student's psychological experiences, while other studies have explored the impact of general stress in college on psychological constructs, such as campus climate. However, little evidence exists of a relationship between financial stress, student's climate and belonging perceptions, and retention. This study investigates financial-related stressors that may impact two psychological dispositions, feelings of belonging to the institution and how they perceive the campus climate. Findings demonstrate a negative relationship between financial stress and campus climate perceptions among Students of Color, possibly explaining lower retention rates among these students.
{"title":"Does Financial Stress Influence Students’ Campus Climate Perceptions and Sense of Belonging?","authors":"Thomas Zimmerman, Eugene T. Parker","doi":"10.1177/15210251231210855","DOIUrl":"https://doi.org/10.1177/15210251231210855","url":null,"abstract":"Studies of financial stress, college debt, campus climate, and sense of belonging have each been conducted to better understand student retention and persistence, but few studies have explored the relationship between these variables and student outcomes. Researchers have found that financial need has a negative effect on student's psychological experiences, while other studies have explored the impact of general stress in college on psychological constructs, such as campus climate. However, little evidence exists of a relationship between financial stress, student's climate and belonging perceptions, and retention. This study investigates financial-related stressors that may impact two psychological dispositions, feelings of belonging to the institution and how they perceive the campus climate. Findings demonstrate a negative relationship between financial stress and campus climate perceptions among Students of Color, possibly explaining lower retention rates among these students.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"56 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725829","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 : 2023-11-05DOI: 10.1177/15210251231210494
JoHyun Kim
Using university student database systems and an online survey, this study examined relationships and impacts of personal, program, and environmental variables regarding nontraditional students’ program dropouts. Results of the logistic regression supported that several variables related to students’ demographic backgrounds, especially age and academic experiences, contributed to better predicting of nontraditional students’ dropout. Findings from the online survey administered to the dropout students only further supported the idea that personal (financial and family-related challenges) and academic variables (availability of courses and program expectations) were major contributors to program departure. Implications for administrators and suggestions for future research are discussed.
{"title":"What Do They Suffer? An Examination of Personal, Program, and Environmental Factors Impacting Nontraditional Undergraduate Students’ Dropout","authors":"JoHyun Kim","doi":"10.1177/15210251231210494","DOIUrl":"https://doi.org/10.1177/15210251231210494","url":null,"abstract":"Using university student database systems and an online survey, this study examined relationships and impacts of personal, program, and environmental variables regarding nontraditional students’ program dropouts. Results of the logistic regression supported that several variables related to students’ demographic backgrounds, especially age and academic experiences, contributed to better predicting of nontraditional students’ dropout. Findings from the online survey administered to the dropout students only further supported the idea that personal (financial and family-related challenges) and academic variables (availability of courses and program expectations) were major contributors to program departure. Implications for administrators and suggestions for future research are discussed.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725671","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 : 2023-10-17DOI: 10.1177/15210251231207607
Nicholas Pitas, Godfred Antwi, Scott Haines, Priya Banerjee
The goal of this study is to contribute to the significant body of research focused on student retention in higher education, specifically by integrating the theory of planned behavior (TPB) with measures of campus place attachment and campus social capital. Using confirmatory factor analysis and structural equation modeling to analyze survey data collected at a mid-sized American college, our results show that TPB constructs (i.e., attitude toward major, attitude toward campus, perceived graduation-related norms, perceived behavioral control) were strong predictors of intention to re-enroll. Additionally, both emotional and functional institutional attachment significantly predicted TPB constructs, and bridging social capital significantly predicted campus place attachment. We discuss the potential implications of these results for both administration/policy and future research.
{"title":"Student Retention: An Integrated Application of the Theory of Planned Behavior and the Campus Social Environment","authors":"Nicholas Pitas, Godfred Antwi, Scott Haines, Priya Banerjee","doi":"10.1177/15210251231207607","DOIUrl":"https://doi.org/10.1177/15210251231207607","url":null,"abstract":"The goal of this study is to contribute to the significant body of research focused on student retention in higher education, specifically by integrating the theory of planned behavior (TPB) with measures of campus place attachment and campus social capital. Using confirmatory factor analysis and structural equation modeling to analyze survey data collected at a mid-sized American college, our results show that TPB constructs (i.e., attitude toward major, attitude toward campus, perceived graduation-related norms, perceived behavioral control) were strong predictors of intention to re-enroll. Additionally, both emotional and functional institutional attachment significantly predicted TPB constructs, and bridging social capital significantly predicted campus place attachment. We discuss the potential implications of these results for both administration/policy and future research.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135993814","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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