Pub Date : 2025-01-29DOI: 10.1177/10634266241311559
Marissa D. Marcus, Emily M. May, Gabrielle B. Beaudoin, Elisabeth A. Frazier, Molly A. Hedrick
This naturalistic study evaluated the treatment effectiveness of a New England adolescent partial hospital program (PHP) for individuals referred from higher versus lower levels of care (LOC). Participants were adolescents ages 12 to 18 admitted to the in-person ( n = 161) and virtual ( n = 78) day programming. Chart review determined the referral source, and the Youth Outcomes Questionnaire (YOQ) assessed interpersonal relations (IR), intrapersonal distress (ID), suicidal ideation (SI), and self-injurious behavior (SIB) at the time of admission and discharge. Independent samples t-tests demonstrated the similarity of symptom severity at the time of admission for both higher and lower LOC, except for higher reports of SIB for higher LOC referrals to the virtual program. Repeated measures analyses of variance (ANOVAs) revealed improvement in all outcome measures and no significant difference in treatment effects or length of stay between higher versus lower LOC referrals. Study findings demonstrate the promise of PHPs to function effectively as both a step-up and step-down in the mental health continuum of care, reflect appropriate utilization of referrals to this LOC, and support the promise of telehealth as an alternative to in-person therapies.
{"title":"The Impact of Pathway of Care on Treatment Outcomes in Adolescent Partial Hospitalization Programs","authors":"Marissa D. Marcus, Emily M. May, Gabrielle B. Beaudoin, Elisabeth A. Frazier, Molly A. Hedrick","doi":"10.1177/10634266241311559","DOIUrl":"https://doi.org/10.1177/10634266241311559","url":null,"abstract":"This naturalistic study evaluated the treatment effectiveness of a New England adolescent partial hospital program (PHP) for individuals referred from higher versus lower levels of care (LOC). Participants were adolescents ages 12 to 18 admitted to the in-person ( n = 161) and virtual ( n = 78) day programming. Chart review determined the referral source, and the Youth Outcomes Questionnaire (YOQ) assessed interpersonal relations (IR), intrapersonal distress (ID), suicidal ideation (SI), and self-injurious behavior (SIB) at the time of admission and discharge. Independent samples t-tests demonstrated the similarity of symptom severity at the time of admission for both higher and lower LOC, except for higher reports of SIB for higher LOC referrals to the virtual program. Repeated measures analyses of variance (ANOVAs) revealed improvement in all outcome measures and no significant difference in treatment effects or length of stay between higher versus lower LOC referrals. Study findings demonstrate the promise of PHPs to function effectively as both a step-up and step-down in the mental health continuum of care, reflect appropriate utilization of referrals to this LOC, and support the promise of telehealth as an alternative to in-person therapies.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"206 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143056611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-21DOI: 10.1177/10634266241301374
Kristin Duppong Hurley, Stacy-Ann A. January, Matthew C. Lambert, Jacqueline Huscroft D’Angelo, Alexandra Hamilton
Home-based parental involvement and parental expectations in school are strong predictors of academic outcomes for high school students. Given this, we explored whether changes in parental involvement and parental expectations during high school were correlated with academic functioning for students with emotional or behavioral difficulties ( N = 888) compared with their peers ( N = 4,148). We found that home-based parental involvement was stable during high school for both groups of students. There was a decrease in parental educational expectations during high school that was equivalent between both groups. Students with elevated emotional and behavioral difficulties had significant correlations between increases in home-based involvement and increases in both parental expectations and grade point average, whereas the peer group had significant, yet trivial correlations among the constructs.
{"title":"Changes in Parental Involvement and Parental Expectations During High School for Students With Emotional and Behavioral Difficulties","authors":"Kristin Duppong Hurley, Stacy-Ann A. January, Matthew C. Lambert, Jacqueline Huscroft D’Angelo, Alexandra Hamilton","doi":"10.1177/10634266241301374","DOIUrl":"https://doi.org/10.1177/10634266241301374","url":null,"abstract":"Home-based parental involvement and parental expectations in school are strong predictors of academic outcomes for high school students. Given this, we explored whether changes in parental involvement and parental expectations during high school were correlated with academic functioning for students with emotional or behavioral difficulties ( N = 888) compared with their peers ( N = 4,148). We found that home-based parental involvement was stable during high school for both groups of students. There was a decrease in parental educational expectations during high school that was equivalent between both groups. Students with elevated emotional and behavioral difficulties had significant correlations between increases in home-based involvement and increases in both parental expectations and grade point average, whereas the peer group had significant, yet trivial correlations among the constructs.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-06DOI: 10.1177/10634266241301371
Mangesh Pandey, Krishna Dwivedi, Narayan Behera
Emotional and behavioral issues in adolescents pose significant obstacles to psychological well-being and academic achievement, potentially leading to severe mental health conditions. The escalating prevalence of these behavioral challenges can adversely affect a nation’s educational, economic, and social health. This study aims to find appropriate solutions to behavioral problems and academic underperformance in adolescents through a two-arm randomized trial. It involves 200 students from distinct locations in India. Intervention encompasses integrated practices of yoga and physical exercises independently. Incorporation of ancient learning principles introduces a novel facet to the intervention protocol for educational and developmental purposes. Participants were evenly distributed across yoga and physical exercise groups. Preintervention and postintervention are evaluated through Strength and Difficulty Questionnaire alongside assessment of academic score of students. Findings exhibit a noteworthy transition among yoga group participants for behavioral problems from clinical risk status to normalized levels. Examination of the correlation between academic performance with various emotional and behavioral problems underscored the detrimental impact of these issues on scholastic attainment. Notably, the influence of yoga surpassed that of physical exercise in enhancing academic performance and mitigating emotional problems, conduct issues, hyperactivity, peer-related challenges, and overall strength and difficulty symptoms. The results suggest that the school-based interventions involving moderate to vigorous physical activity may be considered as a strategy to address adolescent mental health concerns and to enhance academic outcomes. It is further suggested that the policymakers and health professionals can explore such activities as an option to address the growing prevalence of mental health disorders.
{"title":"Effectiveness of Yoga and Physical Exercises on Emotional and Behavioral Problems and Academic Performance Among Indian Adolescents: A Randomized Trial","authors":"Mangesh Pandey, Krishna Dwivedi, Narayan Behera","doi":"10.1177/10634266241301371","DOIUrl":"https://doi.org/10.1177/10634266241301371","url":null,"abstract":"Emotional and behavioral issues in adolescents pose significant obstacles to psychological well-being and academic achievement, potentially leading to severe mental health conditions. The escalating prevalence of these behavioral challenges can adversely affect a nation’s educational, economic, and social health. This study aims to find appropriate solutions to behavioral problems and academic underperformance in adolescents through a two-arm randomized trial. It involves 200 students from distinct locations in India. Intervention encompasses integrated practices of yoga and physical exercises independently. Incorporation of ancient learning principles introduces a novel facet to the intervention protocol for educational and developmental purposes. Participants were evenly distributed across yoga and physical exercise groups. Preintervention and postintervention are evaluated through Strength and Difficulty Questionnaire alongside assessment of academic score of students. Findings exhibit a noteworthy transition among yoga group participants for behavioral problems from clinical risk status to normalized levels. Examination of the correlation between academic performance with various emotional and behavioral problems underscored the detrimental impact of these issues on scholastic attainment. Notably, the influence of yoga surpassed that of physical exercise in enhancing academic performance and mitigating emotional problems, conduct issues, hyperactivity, peer-related challenges, and overall strength and difficulty symptoms. The results suggest that the school-based interventions involving moderate to vigorous physical activity may be considered as a strategy to address adolescent mental health concerns and to enhance academic outcomes. It is further suggested that the policymakers and health professionals can explore such activities as an option to address the growing prevalence of mental health disorders.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"9 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-29DOI: 10.1177/10634266241301373
LaRon A. Scott, Jonte C. Taylor, Colleen L. Eddy
{"title":"The Complex Dynamics and Recommendations for Teachers Serving Students With Emotional and Behavioral Disorders: Special Series Reflections","authors":"LaRon A. Scott, Jonte C. Taylor, Colleen L. Eddy","doi":"10.1177/10634266241301373","DOIUrl":"https://doi.org/10.1177/10634266241301373","url":null,"abstract":"","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"201 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142753639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-27DOI: 10.1177/10634266241280243
Thomas W. Farmer
This article provides a conceptual commentary on the special series on potential burnout of teachers of students with emotional and behavioral difficulties (EBD). The issue of teacher burnout is considered through a dynamic, ecological systems theory framework to summarize the complexities of working with students with EBD and to highlight the importance of addressing their needs from a whole child in context perspective. Current limits of eividence-based practices, service delivery structures, and research approaches are also considered and possible steps forward are discussed.
{"title":"Moving Targets and Missed Opportunities: Being Honest With Teachers and Ourselves","authors":"Thomas W. Farmer","doi":"10.1177/10634266241280243","DOIUrl":"https://doi.org/10.1177/10634266241280243","url":null,"abstract":"This article provides a conceptual commentary on the special series on potential burnout of teachers of students with emotional and behavioral difficulties (EBD). The issue of teacher burnout is considered through a dynamic, ecological systems theory framework to summarize the complexities of working with students with EBD and to highlight the importance of addressing their needs from a whole child in context perspective. Current limits of eividence-based practices, service delivery structures, and research approaches are also considered and possible steps forward are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"7 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142325469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-14DOI: 10.1177/10634266241271392
Bryce D. McLeod, Kevin S. Sutherland, Michael D. Broda, Kristen L. Granger, Nicole Hollins, Andy J. Frey, Katrina A. Markowicz, Emma Dear
This article presents initial psychometric data for scores on the Child Responsiveness Scale (CRS), an observational measure to assess child responsiveness to teacher delivery of practices designed to promote social-emotional competencies. In Study 1, 633 live observations conducted with 54 teachers and 91 children at risk for emotional and behavioral disorders in early childhood classrooms were rated independently by two coders. Interrater reliability, ICC(2,2), for the CRS item scores, averaged .67 ( SD = .06; range .55 to .72). The CRS scale scores demonstrated sensitivity to variation across teachers, children, and coders. In Study 2, 634 recorded observations with 52 teachers and 52 children in early childhood classrooms were rated independently by two coders. Interrater reliability, ICC(2,2), for the item scores, averaged .62 ( SD = .08; range .53 to .74). An exploratory factor analysis and a confirmatory factor analysis conducted on separate samples indicated that the items were best represented as two correlated factors, one for positive and one for negative items. Analyses provided preliminary evidence for CRS scale score validity. Future research directions are discussed regarding using the CRS to evaluate child responsiveness’s role in promoting child outcomes in early childhood classrooms.
{"title":"Initial Development of the Child Responsiveness Scale for Early Childhood Settings","authors":"Bryce D. McLeod, Kevin S. Sutherland, Michael D. Broda, Kristen L. Granger, Nicole Hollins, Andy J. Frey, Katrina A. Markowicz, Emma Dear","doi":"10.1177/10634266241271392","DOIUrl":"https://doi.org/10.1177/10634266241271392","url":null,"abstract":"This article presents initial psychometric data for scores on the Child Responsiveness Scale (CRS), an observational measure to assess child responsiveness to teacher delivery of practices designed to promote social-emotional competencies. In Study 1, 633 live observations conducted with 54 teachers and 91 children at risk for emotional and behavioral disorders in early childhood classrooms were rated independently by two coders. Interrater reliability, ICC(2,2), for the CRS item scores, averaged .67 ( SD = .06; range .55 to .72). The CRS scale scores demonstrated sensitivity to variation across teachers, children, and coders. In Study 2, 634 recorded observations with 52 teachers and 52 children in early childhood classrooms were rated independently by two coders. Interrater reliability, ICC(2,2), for the item scores, averaged .62 ( SD = .08; range .53 to .74). An exploratory factor analysis and a confirmatory factor analysis conducted on separate samples indicated that the items were best represented as two correlated factors, one for positive and one for negative items. Analyses provided preliminary evidence for CRS scale score validity. Future research directions are discussed regarding using the CRS to evaluate child responsiveness’s role in promoting child outcomes in early childhood classrooms.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"2 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-07DOI: 10.1177/10634266241272049
Güler Çetin, Jennifer L. Frank, Patricia A. Jennings
This study examined the relationships among teachers’ self-efficacy beliefs, interpersonal mindfulness, emotion regulation, and burnout, with the intention of exploring the mediating roles of interpersonal mindfulness and emotion regulation. A total of 224 elementary school teachers from 36 elementary schools in a high-poverty, inner city setting in the Northeastern United States participated voluntarily in the study. Correlation and path analyses were conducted to analyze the data. The results of the study showed that teachers’ self-efficacy beliefs, interpersonal mindfulness, emotion regulation, and burnout were significantly related to each other. The results also showed that teachers’ interpersonal mindfulness and expressive suppression served as crucial mediating pathways from self-efficacy to burnout; thereby should be considered among the inventory of psychological resources that protect teachers against burnout.
{"title":"Teacher Self-Efficacy Beliefs and Burnout: The Mediating Roles of Interpersonal Mindfulness in Teaching and Emotion Regulation","authors":"Güler Çetin, Jennifer L. Frank, Patricia A. Jennings","doi":"10.1177/10634266241272049","DOIUrl":"https://doi.org/10.1177/10634266241272049","url":null,"abstract":"This study examined the relationships among teachers’ self-efficacy beliefs, interpersonal mindfulness, emotion regulation, and burnout, with the intention of exploring the mediating roles of interpersonal mindfulness and emotion regulation. A total of 224 elementary school teachers from 36 elementary schools in a high-poverty, inner city setting in the Northeastern United States participated voluntarily in the study. Correlation and path analyses were conducted to analyze the data. The results of the study showed that teachers’ self-efficacy beliefs, interpersonal mindfulness, emotion regulation, and burnout were significantly related to each other. The results also showed that teachers’ interpersonal mindfulness and expressive suppression served as crucial mediating pathways from self-efficacy to burnout; thereby should be considered among the inventory of psychological resources that protect teachers against burnout.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"12 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142152393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-04DOI: 10.1177/10634266241272028
LaRon A. Scott, Nicholas Bell
We used structure equation models to examine the career intent of special education teachers serving students with emotional and behavior disorders (EBD). Known factors of special educator attrition, including race and characteristic of students served, were considered in analyzing career intent. A total of 841 special education teachers across the United States completed the survey. Results showed that, although nuanced, teachers serving students with EBD had lower intent to stay in the profession over teachers serving students in other disability categories. Intent was higher for special education teachers of color serving students with EBD, particularly when certain supports (e.g., administrator support, time support, mentor support) were prominent. Implications for specialized supports and practices to retain teachers serving students with EBD are discussed.
{"title":"Understanding the Relationship Between Race and Career Intent of Teachers Serving Students With Emotional and Behavior Disorders","authors":"LaRon A. Scott, Nicholas Bell","doi":"10.1177/10634266241272028","DOIUrl":"https://doi.org/10.1177/10634266241272028","url":null,"abstract":"We used structure equation models to examine the career intent of special education teachers serving students with emotional and behavior disorders (EBD). Known factors of special educator attrition, including race and characteristic of students served, were considered in analyzing career intent. A total of 841 special education teachers across the United States completed the survey. Results showed that, although nuanced, teachers serving students with EBD had lower intent to stay in the profession over teachers serving students in other disability categories. Intent was higher for special education teachers of color serving students with EBD, particularly when certain supports (e.g., administrator support, time support, mentor support) were prominent. Implications for specialized supports and practices to retain teachers serving students with EBD are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"11 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142138261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-29DOI: 10.1177/10634266241271357
Averill F. Obee, Katie C. Hart, Andre V. Maharaj, Paulo A. Graziano
During a school day, children make several transitions between activities, which can take away from instructional time and result in challenging behaviors. This study investigates the impact positive engagement and behavioral supports have on children’s behavior while transitioning. Participants ( N = 40; 77.5% Male; 92.5% Hispanic) were enrolled in the Summer Treatment Program for Pre-Kindergarteners, a school readiness program for children with externalizing behavior problems. Using a between-group, cross-over design, classrooms were randomly assigned to three conditions: (a) silent monitoring (i.e., children and counselors transitioned silently or quietly), (b) positive monitoring (i.e., counselors provided praise and children were allowed to talk), and (c) positive monitoring and engagement (i.e., counselors provided entertainment and praise). Results demonstrated significant differences in rule violations based on the transition condition, where groups receiving positive monitoring or engagement displayed fewer violations than those receiving silent monitoring. Implications for educator practices and school policies are discussed.
{"title":"Taking Charge of Early Childhood Transitions: Preventing Challenging Behaviors Through Engaging Routines","authors":"Averill F. Obee, Katie C. Hart, Andre V. Maharaj, Paulo A. Graziano","doi":"10.1177/10634266241271357","DOIUrl":"https://doi.org/10.1177/10634266241271357","url":null,"abstract":"During a school day, children make several transitions between activities, which can take away from instructional time and result in challenging behaviors. This study investigates the impact positive engagement and behavioral supports have on children’s behavior while transitioning. Participants ( N = 40; 77.5% Male; 92.5% Hispanic) were enrolled in the Summer Treatment Program for Pre-Kindergarteners, a school readiness program for children with externalizing behavior problems. Using a between-group, cross-over design, classrooms were randomly assigned to three conditions: (a) silent monitoring (i.e., children and counselors transitioned silently or quietly), (b) positive monitoring (i.e., counselors provided praise and children were allowed to talk), and (c) positive monitoring and engagement (i.e., counselors provided entertainment and praise). Results demonstrated significant differences in rule violations based on the transition condition, where groups receiving positive monitoring or engagement displayed fewer violations than those receiving silent monitoring. Implications for educator practices and school policies are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"40 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142101915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-14DOI: 10.1177/10634266241253544
LaRon A. Scott
{"title":"Special Series Part II: Supporting Teachers of Students with Emotional and Behavioral Disorders","authors":"LaRon A. Scott","doi":"10.1177/10634266241253544","DOIUrl":"https://doi.org/10.1177/10634266241253544","url":null,"abstract":"","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"24 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140942993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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