Pub Date : 2023-07-03DOI: 10.1080/00405841.2023.2226549
K. Bussey
ABSTRACT This tribute to Albert Bandura shows how his lifetime of work on Social Cognitive Theory (SCT) has contributed to a greater understanding of school bullying. Managing children and adolescents’ problematic behavior is a major challenge for schools with reducing bullying a priority. Here, the principles of SCT relevant to school bullying are outlined within the triadic reciprocal model proposed by Bandura. In this model, bullying behavior is determined by the reciprocal interaction between person (outcome expectations, moral disengagement, self-efficacy) and environment/social factors (modeling, enactive experience, and direct tuition) transmitted by the major sources of influence: peers, parents, teachers, and the media. Application of this theory in anti-bullying programs underscores the conceptual importance of considering person and environment/social factors that are amenable to change. Future directions for intervention programs are elaborated.
{"title":"The contribution of social cognitive theory to school bullying research and practice","authors":"K. Bussey","doi":"10.1080/00405841.2023.2226549","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226549","url":null,"abstract":"ABSTRACT This tribute to Albert Bandura shows how his lifetime of work on Social Cognitive Theory (SCT) has contributed to a greater understanding of school bullying. Managing children and adolescents’ problematic behavior is a major challenge for schools with reducing bullying a priority. Here, the principles of SCT relevant to school bullying are outlined within the triadic reciprocal model proposed by Bandura. In this model, bullying behavior is determined by the reciprocal interaction between person (outcome expectations, moral disengagement, self-efficacy) and environment/social factors (modeling, enactive experience, and direct tuition) transmitted by the major sources of influence: peers, parents, teachers, and the media. Application of this theory in anti-bullying programs underscores the conceptual importance of considering person and environment/social factors that are amenable to change. Future directions for intervention programs are elaborated.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"38 1","pages":"293 - 305"},"PeriodicalIF":3.2,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85583997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1080/00405841.2023.2226553
Andrea L. de Carvalho, T. Durksen, K. Beswick
ABSTRACT Since the turn of the 21st century, collective teacher efficacy has been positively associated with improved student outcomes, even after controlling for students’ socioeconomic circumstances or prior achievement. Despite a large body of literature examining professional learning for teachers, little attention has been paid to intentionally fostering teachers’ collective efficacy. Bandura posited 4 sources of information that contribute to the formation of efficacy beliefs, but limited research explicitly links the sources to processes and structures of professional learning. In this article, we offer insights into how collective teacher efficacy may have been shaped in the context of an Australian primary mathematics professional learning program. Through detailed descriptions of the program’s structures and processes aligned with Bandura’s 4 sources, we consider their potential to inform collective teacher efficacy. We conclude with recommendations for practice and further research.
{"title":"Developing collective teacher efficacy in mathematics through professional learning","authors":"Andrea L. de Carvalho, T. Durksen, K. Beswick","doi":"10.1080/00405841.2023.2226553","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226553","url":null,"abstract":"ABSTRACT Since the turn of the 21st century, collective teacher efficacy has been positively associated with improved student outcomes, even after controlling for students’ socioeconomic circumstances or prior achievement. Despite a large body of literature examining professional learning for teachers, little attention has been paid to intentionally fostering teachers’ collective efficacy. Bandura posited 4 sources of information that contribute to the formation of efficacy beliefs, but limited research explicitly links the sources to processes and structures of professional learning. In this article, we offer insights into how collective teacher efficacy may have been shaped in the context of an Australian primary mathematics professional learning program. Through detailed descriptions of the program’s structures and processes aligned with Bandura’s 4 sources, we consider their potential to inform collective teacher efficacy. We conclude with recommendations for practice and further research.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"46 1","pages":"279 - 292"},"PeriodicalIF":3.2,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87504691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1080/00405841.2023.2226550
H. Bembenutty
ABSTRACT Along with the increased interest in theory and research concerning moral agency and moral disengagement, there has been heightened attention to the significant role of self-regulated learning in developing self-directed, proactive, and skilled learners. Nevertheless, these 2 psychosocial mechanisms have not been fully integrated to explain learners’ development and academic success. Their integration could explain why some students engage in prosocial behavior, sustain motivation, self-regulate, and avoid transgressing behavior, while others are unwilling to delay gratification, sustain low motivation, disregard self-regulation, and engage in moral disengagement. Understanding research on moral agency, moral disengagement, and the development of self-regulation can discourage transgressive behavior and moral disengagement while fostering prosocial behavior and moral agency among students. This article applies Bandura’s theory on moral agency and moral disengagement to the educational practice of self-regulated learning to enhance teaching practice and academic learning while inhibiting moral disengagement.
{"title":"Influential role of self-regulated learning in preventing moral disengagement","authors":"H. Bembenutty","doi":"10.1080/00405841.2023.2226550","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226550","url":null,"abstract":"ABSTRACT Along with the increased interest in theory and research concerning moral agency and moral disengagement, there has been heightened attention to the significant role of self-regulated learning in developing self-directed, proactive, and skilled learners. Nevertheless, these 2 psychosocial mechanisms have not been fully integrated to explain learners’ development and academic success. Their integration could explain why some students engage in prosocial behavior, sustain motivation, self-regulate, and avoid transgressing behavior, while others are unwilling to delay gratification, sustain low motivation, disregard self-regulation, and engage in moral disengagement. Understanding research on moral agency, moral disengagement, and the development of self-regulation can discourage transgressive behavior and moral disengagement while fostering prosocial behavior and moral agency among students. This article applies Bandura’s theory on moral agency and moral disengagement to the educational practice of self-regulated learning to enhance teaching practice and academic learning while inhibiting moral disengagement.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"48 1","pages":"318 - 329"},"PeriodicalIF":3.2,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74552119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1080/00405841.2023.2226554
Hyewon Lee, Paul R. Hernandez, Joseph C. Tise, W. Du
ABSTRACT Bandura’s research on observational learning laid the foundation of role model research. Contemporary research shows role models support women and racial/ethnic minority students in STEM by buffering them from the deleterious effects of stereotype threats and boosting their self-efficacy. However, certain characteristics can make role models more or less influential. Thus, it is important to understand when and how role models influence minoritized students’ motivation in STEM. In this article, we (a) review Bandura’s theory of observational learning and its links to role modeling, (b) discuss the characteristics and mechanism of role models, and (c) make 3 recommendations for promoting the effectiveness of role models as an important way to diversify STEM.
{"title":"How role models can diversify college students in STEM: A social-cognitive perspective","authors":"Hyewon Lee, Paul R. Hernandez, Joseph C. Tise, W. Du","doi":"10.1080/00405841.2023.2226554","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226554","url":null,"abstract":"ABSTRACT Bandura’s research on observational learning laid the foundation of role model research. Contemporary research shows role models support women and racial/ethnic minority students in STEM by buffering them from the deleterious effects of stereotype threats and boosting their self-efficacy. However, certain characteristics can make role models more or less influential. Thus, it is important to understand when and how role models influence minoritized students’ motivation in STEM. In this article, we (a) review Bandura’s theory of observational learning and its links to role modeling, (b) discuss the characteristics and mechanism of role models, and (c) make 3 recommendations for promoting the effectiveness of role models as an important way to diversify STEM.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"13 1","pages":"232 - 244"},"PeriodicalIF":3.2,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75104786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1080/00405841.2023.2226559
E. Usher, Amanda R. Butz, Xiao-Yin Chen, C. Ford, Jaeyun Han, N. A. Mamaril, David B. Morris, Pilvi Peura, Raven R. Piercey
ABSTRACT Over the past 2 decades, scholars in various educational contexts have examined Bandura’s theorizing about how self-efficacy develops. Bandura proposed 4 primary informational sources of self-efficacy—enactive experiences, vicarious experiences, social persuasions, and physiological and affective states—each of which can be supported in different ways. This article first defines and situates self-efficacy and these sources within a broader social cognitive theoretical frame. Subsequent sections highlight specific ways that educators can apply insights from Bandura’s theorizing and from the empirical literature that has examined self-efficacy development at different stages of learning and in diverse contexts. We address how educators can create instructional tasks that show progress, establish supportive social structures, and work with students’ emotions in ways that foster self-efficacy. Special attention is given to the sociocultural factors that affect how learners evaluate efficacy-relevant information. Several directions for further applying Bandura’s theory are offered.
{"title":"Supporting self-efficacy development from primary school to the professions: A guide for educators","authors":"E. Usher, Amanda R. Butz, Xiao-Yin Chen, C. Ford, Jaeyun Han, N. A. Mamaril, David B. Morris, Pilvi Peura, Raven R. Piercey","doi":"10.1080/00405841.2023.2226559","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226559","url":null,"abstract":"ABSTRACT Over the past 2 decades, scholars in various educational contexts have examined Bandura’s theorizing about how self-efficacy develops. Bandura proposed 4 primary informational sources of self-efficacy—enactive experiences, vicarious experiences, social persuasions, and physiological and affective states—each of which can be supported in different ways. This article first defines and situates self-efficacy and these sources within a broader social cognitive theoretical frame. Subsequent sections highlight specific ways that educators can apply insights from Bandura’s theorizing and from the empirical literature that has examined self-efficacy development at different stages of learning and in diverse contexts. We address how educators can create instructional tasks that show progress, establish supportive social structures, and work with students’ emotions in ways that foster self-efficacy. Special attention is given to the sociocultural factors that affect how learners evaluate efficacy-relevant information. Several directions for further applying Bandura’s theory are offered.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"41 1","pages":"266 - 278"},"PeriodicalIF":3.2,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77552772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-29DOI: 10.1080/00405841.2023.2226555
Sung-Woo Kim, M. Bong
ABSTRACT Of his numerous contributions, Albert Bandura’s introduction of the self-efficacy construct is arguably the most notable one. The primary aim of this article is to illustrate why it is so critically important to arm students with strong self-efficacy beliefs and how parents and teachers can achieve that goal. We begin with a brief overview of the self-efficacy construct, describing the unique features that distinguish it from other self-beliefs such as self-concept. We highlight that self-efficacy is an inherently context-specific construct distinct from vague impressions and broad generalizations about one’s competencies, and it is this context-specificity that affords self-efficacy with the unparalleled predictive utility of subsequent achievements. Next, we introduce scientifically validated practices of producing confident learners such as guiding them to appraise their confidence toward specific tasks and goals, exposing them to competent models, and providing them with credible social messages, consistent with Bandura’s tenets on major sources of self-efficacy information.
{"title":"Producing confident learners using specific tasks, competent models, and credible messages","authors":"Sung-Woo Kim, M. Bong","doi":"10.1080/00405841.2023.2226555","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226555","url":null,"abstract":"ABSTRACT Of his numerous contributions, Albert Bandura’s introduction of the self-efficacy construct is arguably the most notable one. The primary aim of this article is to illustrate why it is so critically important to arm students with strong self-efficacy beliefs and how parents and teachers can achieve that goal. We begin with a brief overview of the self-efficacy construct, describing the unique features that distinguish it from other self-beliefs such as self-concept. We highlight that self-efficacy is an inherently context-specific construct distinct from vague impressions and broad generalizations about one’s competencies, and it is this context-specificity that affords self-efficacy with the unparalleled predictive utility of subsequent achievements. Next, we introduce scientifically validated practices of producing confident learners such as guiding them to appraise their confidence toward specific tasks and goals, exposing them to competent models, and providing them with credible social messages, consistent with Bandura’s tenets on major sources of self-efficacy information.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"55 1","pages":"219 - 231"},"PeriodicalIF":3.2,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83863722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-29DOI: 10.1080/00405841.2023.2226558
D. Shell
ABSTRACT Bandura proposed 2 constructs as central to agency and motivation: self-efficacy and outcome expectancy. Considerable research has documented the central role that self-efficacy plays in motivation, self-regulation, and learning in educational settings. Outcome expectancy, however, has received less study. This article focuses on clarifying the role of outcome expectancy in contemporary theories of motivation and achievement in education and examining how outcome expectancy and related contingency beliefs like perceived instrumentality affect student motivation. Practical contingency-based approaches that educators at all levels can use to develop student outcome expectancies and ways to use outcome expectancies to motivate students are discussed.
{"title":"Outcome expectancy in social cognitive theory: The role of contingency in agency and motivation in education","authors":"D. Shell","doi":"10.1080/00405841.2023.2226558","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226558","url":null,"abstract":"ABSTRACT Bandura proposed 2 constructs as central to agency and motivation: self-efficacy and outcome expectancy. Considerable research has documented the central role that self-efficacy plays in motivation, self-regulation, and learning in educational settings. Outcome expectancy, however, has received less study. This article focuses on clarifying the role of outcome expectancy in contemporary theories of motivation and achievement in education and examining how outcome expectancy and related contingency beliefs like perceived instrumentality affect student motivation. Practical contingency-based approaches that educators at all levels can use to develop student outcome expectancies and ways to use outcome expectancies to motivate students are discussed.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"7 1","pages":"255 - 265"},"PeriodicalIF":3.2,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79657473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-22DOI: 10.1080/00405841.2023.2226556
David B. Morris, Jason A. Chen
ABSTRACT By and large, teachers approach their work with the utmost care for students’ intellectual, social, and emotional well-being. But even those who hold themselves to high moral standards can sometimes act in ways that harm others when they disengage self-sanctions like guilt or self-criticism. These mechanisms of moral disengagement include (1) portraying harmful acts as beneficial, (2) obscuring one’s own role in harm, (3) minimizing the harmful effects of one’s actions, and (4) viewing victims as less-than-human or deserving of blame. Because moral self-sanctions can be both disengaged and reengaged, we examine how these mechanisms operate in educators’ social systems and point to practices that may promote their moral engagement. We end our piece with a call for interventions that disrupt disengagement and promote moral self-efficacy.
{"title":"A social cognitive perspective of educators’ moral agency","authors":"David B. Morris, Jason A. Chen","doi":"10.1080/00405841.2023.2226556","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226556","url":null,"abstract":"ABSTRACT By and large, teachers approach their work with the utmost care for students’ intellectual, social, and emotional well-being. But even those who hold themselves to high moral standards can sometimes act in ways that harm others when they disengage self-sanctions like guilt or self-criticism. These mechanisms of moral disengagement include (1) portraying harmful acts as beneficial, (2) obscuring one’s own role in harm, (3) minimizing the harmful effects of one’s actions, and (4) viewing victims as less-than-human or deserving of blame. Because moral self-sanctions can be both disengaged and reengaged, we examine how these mechanisms operate in educators’ social systems and point to practices that may promote their moral engagement. We end our piece with a call for interventions that disrupt disengagement and promote moral self-efficacy.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"1 1","pages":"306 - 317"},"PeriodicalIF":3.2,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83135855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/00405841.2023.2202135
Kateri Thunder, J. Hattie, John T. Almarode, D. Fisher, N. Frey, Alisha Demchak
ABSTRACT This article seeks to reframe how early childhood educators think about their role in play by answering these questions: What really matters in play? How should we spend our time and energy planning, implementing, and building our expertise around play in early childhood teaching and learning? The answers reside in 5 big ideas from play research studies, meta-analyses, and meta-syntheses. We unpack these research findings and show the implications for practice. Across all 5 big ideas, the common factor is developing language. The quality of our interactions and conversational rounds and the intentionality of our language are pivotal, controllable factors that impact children’s learning and development. Therefore, we must enter children’s play with intentionality to talk with children and to create equitable and inclusive spaces for all children.
{"title":"What really matters in play?","authors":"Kateri Thunder, J. Hattie, John T. Almarode, D. Fisher, N. Frey, Alisha Demchak","doi":"10.1080/00405841.2023.2202135","DOIUrl":"https://doi.org/10.1080/00405841.2023.2202135","url":null,"abstract":"ABSTRACT This article seeks to reframe how early childhood educators think about their role in play by answering these questions: What really matters in play? How should we spend our time and energy planning, implementing, and building our expertise around play in early childhood teaching and learning? The answers reside in 5 big ideas from play research studies, meta-analyses, and meta-syntheses. We unpack these research findings and show the implications for practice. Across all 5 big ideas, the common factor is developing language. The quality of our interactions and conversational rounds and the intentionality of our language are pivotal, controllable factors that impact children’s learning and development. Therefore, we must enter children’s play with intentionality to talk with children and to create equitable and inclusive spaces for all children.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"80 1","pages":"115 - 126"},"PeriodicalIF":3.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83868769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/00405841.2023.2202136
K. Nesbitt, K. Hirsh-Pasek, R. Golinkoff, Elias Blinkoff
ABSTRACT Research from the interdisciplinary science of learning indicates that children learn best when they are actively engaged in learning that is meaningful, socially interactive, iterative, and joyful. These principles coalesce in active playful learning, especially guided play. This active, playful pedagogy enhances learning through intentional instruction that activates students’ autonomy and intrinsic motivation while teachers guide them toward a learning goal. In this paper, we provide a framework for facilitating guided play through a 3-part equation of incorporation of cultural values, the science of how children learn, and the science of what children need to learn to thrive in school and beyond. A summary of the research supporting the efficacy of this approach is provided, as are recommendations for how to implement the equation through guided play in our schools.
{"title":"Making schools work: An equation for active playful learning","authors":"K. Nesbitt, K. Hirsh-Pasek, R. Golinkoff, Elias Blinkoff","doi":"10.1080/00405841.2023.2202136","DOIUrl":"https://doi.org/10.1080/00405841.2023.2202136","url":null,"abstract":"ABSTRACT Research from the interdisciplinary science of learning indicates that children learn best when they are actively engaged in learning that is meaningful, socially interactive, iterative, and joyful. These principles coalesce in active playful learning, especially guided play. This active, playful pedagogy enhances learning through intentional instruction that activates students’ autonomy and intrinsic motivation while teachers guide them toward a learning goal. In this paper, we provide a framework for facilitating guided play through a 3-part equation of incorporation of cultural values, the science of how children learn, and the science of what children need to learn to thrive in school and beyond. A summary of the research supporting the efficacy of this approach is provided, as are recommendations for how to implement the equation through guided play in our schools.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"1 1","pages":"141 - 154"},"PeriodicalIF":3.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83593904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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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