Pub Date : 1997-01-01DOI: 10.1080/00220979709601396
B. Thompson, Patricia Snyder
Abstract The APA Task Force on Statistical Inference (Shea, 1996), the new APA (1994) style manual, and a recent series of articles on statistical significance testing (cf. Kirk, 1996; Schmidt, 1996; Thompson, 1996, 1997) all have prompted closer scrutiny of contemporary analytic practices. It has been suggested that the field should move away from emphasizing statistical significance tests and toward emphasizing evaluations of (a) practical significance and (b) result replicability. In the present study, 3 aspects of recommended practice in all the quantitative reports in Volumes 63 and 64 (academic years 1994-1995 and 1995-1996) of The Journal of Experimental Education (JXE) were examined. Examples of both errors and desirable practices were noted. The new JXE guidelines for contributors should result in further improvements in the use and reporting of statistical significance tests.
{"title":"Statistical Significance Testing Practices in The Journal of Experimental Education","authors":"B. Thompson, Patricia Snyder","doi":"10.1080/00220979709601396","DOIUrl":"https://doi.org/10.1080/00220979709601396","url":null,"abstract":"Abstract The APA Task Force on Statistical Inference (Shea, 1996), the new APA (1994) style manual, and a recent series of articles on statistical significance testing (cf. Kirk, 1996; Schmidt, 1996; Thompson, 1996, 1997) all have prompted closer scrutiny of contemporary analytic practices. It has been suggested that the field should move away from emphasizing statistical significance tests and toward emphasizing evaluations of (a) practical significance and (b) result replicability. In the present study, 3 aspects of recommended practice in all the quantitative reports in Volumes 63 and 64 (academic years 1994-1995 and 1995-1996) of The Journal of Experimental Education (JXE) were examined. Examples of both errors and desirable practices were noted. The new JXE guidelines for contributors should result in further improvements in the use and reporting of statistical significance tests.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"75-83"},"PeriodicalIF":2.2,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979709601396","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1997-01-01DOI: 10.1080/00220979709601394
M. Geiger
One hundred fifty college of business students participated in this study; the relationships between multiple-choice answer-changing behavior and testwiseness skills and between these 2 variables and examination performance were examined. The results indicated that answer-changing behavior was related to performance on the multiple-choice portion of examinations but not to performance on the non-multiple-choice portion of examinations or to testwiseness scores. Testwiseness scores, however, were related to performance on both the multiple-choice and non-multiple-choice portions of the examinations, indicating that overall testwiseness skills affect performance on both types of examination items. Areas for future research are also discussed.
{"title":"An examination of the relationship between answer changing, testwiseness, and examination performance","authors":"M. Geiger","doi":"10.1080/00220979709601394","DOIUrl":"https://doi.org/10.1080/00220979709601394","url":null,"abstract":"One hundred fifty college of business students participated in this study; the relationships between multiple-choice answer-changing behavior and testwiseness skills and between these 2 variables and examination performance were examined. The results indicated that answer-changing behavior was related to performance on the multiple-choice portion of examinations but not to performance on the non-multiple-choice portion of examinations or to testwiseness scores. Testwiseness scores, however, were related to performance on both the multiple-choice and non-multiple-choice portions of the examinations, indicating that overall testwiseness skills affect performance on both types of examination items. Areas for future research are also discussed.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"49-60"},"PeriodicalIF":2.2,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979709601394","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1997-01-01DOI: 10.1080/00220979709601395
A. Vrugt, M. Langereis, J. Hoogstraten
In accordance with Wood and Locke's (1987) findings, the 1st study was based on the prediction that academic self-efficacy (ASE) and personal goals of psychology freshmen (N = 438) would contribute to exam performance. Although the results supported this prediction, they were less strong than those of Wood and Locke. The timing of the ASE measurement appeared to be relevant. In the 2nd study, the authors predicted that self-efficacy appraisals, together with beliefs con cerning the malleability of ability, would influence exam performance and the attri bution of failure to lack of talent. The participants with high self-efficacy appraisals and strong malleability beliefs ascribed failure less to lack of talent than those with low self-efficacy appraisals and weak malleability beliefs did. This difference occurred between participants with high and low intelligence. Differences between the exam scores occurred only in the high-intelligence group: The exam performance of the participants with high self-efficacy appraisals and strong malleability beliefs was better than that of the participants with low self-efficacy appraisals and weak malleability beliefs.
{"title":"ACADEMIC SELF-EFFICACY AND MALLEABILITY OF RELEVANT CAPABILITIES AS PREDICTORS OF EXAM PERFORMANCE","authors":"A. Vrugt, M. Langereis, J. Hoogstraten","doi":"10.1080/00220979709601395","DOIUrl":"https://doi.org/10.1080/00220979709601395","url":null,"abstract":"In accordance with Wood and Locke's (1987) findings, the 1st study was based on the prediction that academic self-efficacy (ASE) and personal goals of psychology freshmen (N = 438) would contribute to exam performance. Although the results supported this prediction, they were less strong than those of Wood and Locke. The timing of the ASE measurement appeared to be relevant. In the 2nd study, the authors predicted that self-efficacy appraisals, together with beliefs con cerning the malleability of ability, would influence exam performance and the attri bution of failure to lack of talent. The participants with high self-efficacy appraisals and strong malleability beliefs ascribed failure less to lack of talent than those with low self-efficacy appraisals and weak malleability beliefs did. This difference occurred between participants with high and low intelligence. Differences between the exam scores occurred only in the high-intelligence group: The exam performance of the participants with high self-efficacy appraisals and strong malleability beliefs was better than that of the participants with low self-efficacy appraisals and weak malleability beliefs.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"61-72"},"PeriodicalIF":2.2,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979709601395","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-10-01DOI: 10.1080/00220973.1997.9943787
R. Rowell
Abstract Almost 3 decades ago, Fred N. Kerlinger argued that until education dispells a few important myths about how research should be conducted, it will never be viewed as a scientific discipline. One such myth, the notion that research should have practicality as its principal aim, was vigorously attacked by Kerlinger in many of his publications. To determine whether or not Kerlinger's approach has been adopted by this generation of educational researchers, the author reviewed a selection of current educational research textbooks in terms of references to Kerlinger and adherence to the importance of basic research. Results suggest that the field of education is still focused on applied research more than on basic research.
近30年前，弗雷德·n·克林格(Fred N. Kerlinger)认为，除非教育消除了一些关于研究应该如何进行的重要神话，否则它永远不会被视为一门科学学科。其中一个迷思，即认为研究应该以实用性为主要目标的观念，在他的许多出版物中受到了Kerlinger的猛烈抨击。为了确定Kerlinger的方法是否被这一代教育研究者所采用，作者从引用Kerlinger和坚持基础研究重要性的角度回顾了当前教育研究教科书的选择。结果表明，教育领域仍然侧重于应用研究而不是基础研究。
{"title":"Kerlinger's Practicality Myth and the Quality of Research Instruction: An Overview of the Content of Educational Research Textbooks","authors":"R. Rowell","doi":"10.1080/00220973.1997.9943787","DOIUrl":"https://doi.org/10.1080/00220973.1997.9943787","url":null,"abstract":"Abstract Almost 3 decades ago, Fred N. Kerlinger argued that until education dispells a few important myths about how research should be conducted, it will never be viewed as a scientific discipline. One such myth, the notion that research should have practicality as its principal aim, was vigorously attacked by Kerlinger in many of his publications. To determine whether or not Kerlinger's approach has been adopted by this generation of educational researchers, the author reviewed a selection of current educational research textbooks in terms of references to Kerlinger and adherence to the importance of basic research. Results suggest that the field of education is still focused on applied research more than on basic research.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"65 1","pages":"123-131"},"PeriodicalIF":2.2,"publicationDate":"1996-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1997.9943787","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-10-01DOI: 10.1080/00220973.1997.9943789
Kenneth A. Kiewra, R. Mayer, Nelson F. Dubois, Maribeth Christensen, Sung-il Kim, N. Risch
Abstract An experiment was conducted to examine the effects of advance organizers and repeating a lecture on test performance. Participants viewed a videotaped lecture about the process of radar once, twice, or three times. Before each viewing, they studied one of three different advance organizers—a conventional organizer that summarized the main steps of the radar process as a list, a linear organizer that summarized the steps and subordinate information in outline form, and a matrix organizer that summarized the steps and subordinate information in matrix form. Repeated presentations of the lecture increased note taking, recognition of isolated facts, and overall recall to some degree. Advance organizers had a test-appropriate effect The advance organizers that integrated subtopic information (linear and matrix) increased recall of subtopic information, whereas the more general organizer (conventional) aided overall recall, especially general topic information. No performance differences were observed ...
{"title":"Effects of Advance Organizers and Repeated Presentations on Students' Learning","authors":"Kenneth A. Kiewra, R. Mayer, Nelson F. Dubois, Maribeth Christensen, Sung-il Kim, N. Risch","doi":"10.1080/00220973.1997.9943789","DOIUrl":"https://doi.org/10.1080/00220973.1997.9943789","url":null,"abstract":"Abstract An experiment was conducted to examine the effects of advance organizers and repeating a lecture on test performance. Participants viewed a videotaped lecture about the process of radar once, twice, or three times. Before each viewing, they studied one of three different advance organizers—a conventional organizer that summarized the main steps of the radar process as a list, a linear organizer that summarized the steps and subordinate information in outline form, and a matrix organizer that summarized the steps and subordinate information in matrix form. Repeated presentations of the lecture increased note taking, recognition of isolated facts, and overall recall to some degree. Advance organizers had a test-appropriate effect The advance organizers that integrated subtopic information (linear and matrix) increased recall of subtopic information, whereas the more general organizer (conventional) aided overall recall, especially general topic information. No performance differences were observed ...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"65 1","pages":"147-159"},"PeriodicalIF":2.2,"publicationDate":"1996-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1997.9943789","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-10-01DOI: 10.1080/00220973.1997.9943790
Arden T. Miller, H. L. Hom
Abstract The authors assessed reactions to different levels of praise, blame, and reward received by two children who received the same test score among 79 students from the fourth, sixth, and eighth grades. Understanding of ability-as-capacity, that is, that higher effort implies lower ability when performance is constant, was also assessed. Being praised or rewarded and not being blamed led to lower ability evaluations among children who understood ability-as-capacity. Open-ended explanations indicated that children frequently believed that the usual or typical performance was lower for the praised, rewarded, or nonblamed children. These less favorable judgments often occurred without understanding ability-as-capacity. These findings suggest an alternate and less differentiated cognitive mechanism for the paradoxical effects of praise and blame. Older children showed an increasing preference to be like the nonpraised, nonrewarded, or blamed child. Implications for ego-involved motivation are discussed.
{"title":"Conceptions of Ability and the Interpretation of Praise, Blame, and Material Rewards.","authors":"Arden T. Miller, H. L. Hom","doi":"10.1080/00220973.1997.9943790","DOIUrl":"https://doi.org/10.1080/00220973.1997.9943790","url":null,"abstract":"Abstract The authors assessed reactions to different levels of praise, blame, and reward received by two children who received the same test score among 79 students from the fourth, sixth, and eighth grades. Understanding of ability-as-capacity, that is, that higher effort implies lower ability when performance is constant, was also assessed. Being praised or rewarded and not being blamed led to lower ability evaluations among children who understood ability-as-capacity. Open-ended explanations indicated that children frequently believed that the usual or typical performance was lower for the praised, rewarded, or nonblamed children. These less favorable judgments often occurred without understanding ability-as-capacity. These findings suggest an alternate and less differentiated cognitive mechanism for the paradoxical effects of praise and blame. Older children showed an increasing preference to be like the nonpraised, nonrewarded, or blamed child. Implications for ego-involved motivation are discussed.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"65 1","pages":"163-177"},"PeriodicalIF":2.2,"publicationDate":"1996-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1997.9943790","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-10-01DOI: 10.1080/00220973.1997.9943791
Michael R. Harwell
Abstract The meta-analytic method proposed by Raudenbush (1988) for studying variance heterogeneity was investigated. This method uses the difference in two weighted log-standard deviations (e.g., treatment vs. control group) as an effect size and provides a test of the homogeneity of effect sizes. The relationship between study characteristics and effect sizes can also be investigated. Although appealing, the performance of this procedure for realistic data sets characterized by nonnormal data and small study sample sizes is unknown. The results of a Monte Carlo study indicated that the Type I error rate of the test was sensitive to even modestly platykurtic score distributions and to the ratio of study sample size to the number of studies, even if the data were normally distributed. On the whole, this test cannot be recommended to meta-analysts.
{"title":"An Investigation of the Raudenbush (1988) Test for Studying Variance Heterogeneity.","authors":"Michael R. Harwell","doi":"10.1080/00220973.1997.9943791","DOIUrl":"https://doi.org/10.1080/00220973.1997.9943791","url":null,"abstract":"Abstract The meta-analytic method proposed by Raudenbush (1988) for studying variance heterogeneity was investigated. This method uses the difference in two weighted log-standard deviations (e.g., treatment vs. control group) as an effect size and provides a test of the homogeneity of effect sizes. The relationship between study characteristics and effect sizes can also be investigated. Although appealing, the performance of this procedure for realistic data sets characterized by nonnormal data and small study sample sizes is unknown. The results of a Monte Carlo study indicated that the Type I error rate of the test was sensitive to even modestly platykurtic score distributions and to the ratio of study sample size to the number of studies, even if the data were normally distributed. On the whole, this test cannot be recommended to meta-analysts.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"48 1","pages":"181-190"},"PeriodicalIF":2.2,"publicationDate":"1996-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1997.9943791","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-10-01DOI: 10.1080/00220973.1997.9943788
Gregory Schraw
Abstract The purpose of the present study was to investigate the basis of students' confidence in their answers to test items. The domain-specific hypothesis predicts that confidence judgments will be related to performance on a particular test, but not to confidence judgments or performance on unrelated tests. In contrast, the domain-general hypothesis predicts that confidence judgments will be related not only to performance on a particular test but also to confidence judgments and performance on unrelated tests. The results of the present study support the domain-general hypothesis. The results of other data analyses suggest that the domain-general nature of confidence judgments may be attributable to generalized metacognitive knowledge.
{"title":"The Effect of Generalized Metacognitive Knowledge on Test Performance and Confidence Judgments","authors":"Gregory Schraw","doi":"10.1080/00220973.1997.9943788","DOIUrl":"https://doi.org/10.1080/00220973.1997.9943788","url":null,"abstract":"Abstract The purpose of the present study was to investigate the basis of students' confidence in their answers to test items. The domain-specific hypothesis predicts that confidence judgments will be related to performance on a particular test, but not to confidence judgments or performance on unrelated tests. In contrast, the domain-general hypothesis predicts that confidence judgments will be related not only to performance on a particular test but also to confidence judgments and performance on unrelated tests. The results of the present study support the domain-general hypothesis. The results of other data analyses suggest that the domain-general nature of confidence judgments may be attributable to generalized metacognitive knowledge.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"65 1","pages":"135-146"},"PeriodicalIF":2.2,"publicationDate":"1996-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1997.9943788","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-10-01DOI: 10.1080/00220973.1997.9943785
L. Daniel
Abstract A generation ago, Fred N. Kerlinger proposed that there were a number of myths that pervaded educational research. An overview of 3 specific myths—the methods, practicality, and statistics myths—is provided, followed by a discussion about the degree to which these myths have been overcome or still exist in educational research.
一代人以前，Fred N. Kerlinger提出，在教育研究中存在许多神话。本文概述了三种具体的迷思——方法迷思、实用性迷思和统计迷思，然后讨论了这些迷思在教育研究中被克服或仍然存在的程度。
{"title":"Kerlinger's Research Myths: An Overview With Implications for Educational Researchers","authors":"L. Daniel","doi":"10.1080/00220973.1997.9943785","DOIUrl":"https://doi.org/10.1080/00220973.1997.9943785","url":null,"abstract":"Abstract A generation ago, Fred N. Kerlinger proposed that there were a number of myths that pervaded educational research. An overview of 3 specific myths—the methods, practicality, and statistics myths—is provided, followed by a discussion about the degree to which these myths have been overcome or still exist in educational research.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"65 1","pages":"101-112"},"PeriodicalIF":2.2,"publicationDate":"1996-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1997.9943785","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-10-01DOI: 10.1080/00220973.1997.9943786
Judith A. Ponticell, A. Olivárez
Abstract In 1960, Fred N. Kerlinger proposed that educational research embrace a methods myth regarding the rationale, purpose, and methods of educational research. In this article, the context in which Kerlinger developed his perspectives on educational research, his perceptions of mythology in educational research, and the importance of the methods myth for education dissertations are explored. The authors also posit that underlying Kerlinger's methods myth are two other myths associated with the dissertation: scholarship and quality. Following the discussion of these myths are cautious recommendations for the dissertation research preparation of graduate students in education.
1960年，Fred N. Kerlinger提出，教育研究包含了一个关于教育研究的基本原理、目的和方法的方法神话。本文探讨了克林格的教育研究观点的形成背景、他对神话在教育研究中的看法以及神话方法对教育论文的重要性。作者还假设，在Kerlinger的方法神话背后，还有另外两个与论文相关的神话:学术和质量。以下讨论这些神话是谨慎的建议，为研究生的论文研究准备教育。
{"title":"Dissertation Quality and Kerlinger's Methods Myth","authors":"Judith A. Ponticell, A. Olivárez","doi":"10.1080/00220973.1997.9943786","DOIUrl":"https://doi.org/10.1080/00220973.1997.9943786","url":null,"abstract":"Abstract In 1960, Fred N. Kerlinger proposed that educational research embrace a methods myth regarding the rationale, purpose, and methods of educational research. In this article, the context in which Kerlinger developed his perspectives on educational research, his perceptions of mythology in educational research, and the importance of the methods myth for education dissertations are explored. The authors also posit that underlying Kerlinger's methods myth are two other myths associated with the dissertation: scholarship and quality. Following the discussion of these myths are cautious recommendations for the dissertation research preparation of graduate students in education.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"65 1","pages":"113-122"},"PeriodicalIF":2.2,"publicationDate":"1996-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1997.9943786","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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