Learning and Individual Differences最新文献

{"title":"Racial and ethnic differences in the risks for mathematics and science difficulties during elementary school","authors":"Paul L. Morgan ,&nbsp;Eric Hengyu Hu","doi":"10.1016/j.lindif.2025.102859","DOIUrl":"10.1016/j.lindif.2025.102859","url":null,"abstract":"<div><div>We investigated the early onset, over-time stability, and explanatory factors of racial and ethnic differences in the risks for mathematics and science difficulties during elementary school. Analyses of a population-based longitudinal cohort (<em>N =</em> 10,472) followed from kindergarten to fifth grade indicated that an average of 11 % to 21 % of Black, Hispanic, and American Indian students versus 4 % to 8 % of White or Asian students displayed mathematics or science difficulties while attending U.S. elementary schools. The percentages of Black students displaying mathematics or science difficulties increased from kindergarten to fifth grade from about 15 % to 25 % (<em>p</em>s &lt; .001). Black, Hispanic, and American Indian students were more likely to display repeated mathematics or science difficulties. Racial and ethnic differences in the risks for mathematics and science difficulties during elementary school were substantially or fully explained by antecedent, opportunity, and propensity factors in kindergarten. Particularly strong explanatory factors were domain-specific and -general academic achievement and working memory. Efforts to address racial and ethnic differences in the risks for mathematics and science difficulties may need to begin by kindergarten.</div></div><div><h3>Educational relevance and implications statement</h3><div>We investigated the early onset, over-time stability, and explanatory factors of racial and ethnic differences in the risks for mathematics or science difficulties during elementary school.</div><div>Results indicated practically and statistically significant differences in the relative percentages of Black, Hispanic, and American Indian students displaying mathematics or science difficulties. Black, Hispanic, and American Indian students also were more likely to experience repeated mathematics or science difficulties. Initially observed racial and ethnic differences in the risks for mathematics or science difficulties including repeatedly over time were substantially or fully explained by antecedent, opportunity, and propensity factors in kindergarten, particularly domain-specific and -general academic achievement and working memory. Our regression models suggest that policies and practices successfully targeting these explanatory factors may help to reduce or eliminate racial and ethnic differences in the risks for mathematics and science difficulties during elementary school. Doing so may result in higher rates of educational attainment, socio-emotional adjustment, mental health, and adulthood wellbeing including by students of color.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102859"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Motivated and feeling good? Reciprocal relations between motivational regulation and student well-being over one semester","authors":"Sophie von der Mülbe ,&nbsp;Kristina Stockinger ,&nbsp;Anne Scheunemann ,&nbsp;Lena S. Kegel ,&nbsp;Jens Fleischer ,&nbsp;Detlev Leutner ,&nbsp;Joachim Wirth ,&nbsp;Carola Grunschel ,&nbsp;Markus Dresel","doi":"10.1016/j.lindif.2025.102850","DOIUrl":"10.1016/j.lindif.2025.102850","url":null,"abstract":"<div><div>While prior research shows that motivational regulation (MR) predicts study motivation and academic success, its relations with students' subjective well-being (SWB) are not yet well understood. It can be theoretically assumed that MR and SWB are reciprocally linked over time, but longitudinal evidence is lacking. To advance our understanding of these associations, we conducted a three-wave longitudinal study with 527 university students across one semester. We included frequency of strategy use, situation-specific fit, and application quality as MR components. Results from cross-lagged panel analyses indicate that high SWB serves as a resource for applying MR strategies frequently and with a high quality, while situation-specific fit and application quality can boost SWB over time. These findings provide insight into the interplay between MR and SWB over time, illuminate the role of SWB as a MR precondition, and can help to develop support measures fostering study success and health in higher education.</div></div><div><h3>Educational relevance and implications statement</h3><div>This longitudinal study advances our understanding of how three core components of motivational regulation as well as students' overall tendency to engage in motivational regulation are linked with students' subjective well-being over time. The results indicate that high subjective well-being serves as a resource for applying motivational regulation strategies frequently and with a high quality. The situation-specific fit between regulation strategies that are used and the motivational problems they target, and the application quality of strategy use, in turn, can boost subjective well-being over time. Students' overall tendency to engage in motivational regulation has a positive impact on subjective well-being over time, and vice versa. In conclusion, developing integrative support programs that foster motivational regulation competencies (e.g., how to select suitable motivational regulation strategies and how to implement these strategies well) as well as skills to master emotional challenges while studying is a valuable pathway for fostering students' learning, success, and health.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102850"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145792028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The influence of learners' prior knowledge composition on interpersonal brain synchronization and learning outcomes in learning by teaching","authors":"Yan Zheng ,&nbsp;Xin Zhao ,&nbsp;Zhongling Pi ,&nbsp;Xiying Li ,&nbsp;Zhiyuan Wang","doi":"10.1016/j.lindif.2026.102873","DOIUrl":"10.1016/j.lindif.2026.102873","url":null,"abstract":"<div><div>This study investigated how the composition of prior knowledge in teacher-student pairs, in which one learner acts as the teacher and the other as the student during a learning by teaching approach, influences teacher participants' learning performance, instructional behaviors and quality, and interpersonal brain synchronization (IBS). Results showed that high prior knowledge teacher participants with high prior knowledge outperformed their counterparts in transfer tasks and engaged more frequently in metacognitive and responsive instructional behaviors, regardless of the student participants' prior knowledge. Additionally, dyads composed of a teacher participant of low prior knowledge and a student participant of high prior knowledge exhibited more reflective and adaptive teaching behaviors, enhancing bridging inferences. Furthermore, both bridging inferences and increased IBS in the IPL-aPFC, SMG-SMA, SMG-SMG and SMG-dlPFC pairings significantly predicted learning performance.</div></div><div><h3>Educational relevance statement</h3><div>This study underscored the pivotal role of the prior knowledge composition between teacher and student participants in shaping teacher participants' performance, instructional behaviors, and interpersonal brain synchronization during learning by teaching. Teacher participants with high prior knowledge consistently achieved superior transfer performance and displayed more metacognitive and responsive instructional behaviors, regardless of student participants' prior knowledge levels. Dyads consisting of teacher participants with low prior knowledge and student participants with high prior knowledge engaged more in reflective and adaptive teaching, which facilitated stronger bridging inferences. Moreover, bridging inferences and increased IBS in IPL-aPFC, SMG-SMA, SMG-SMG and SMG-dlPFC pairings were found to positively predict learning performance. Our findings have important implications for instructors, highlighting the need to tailor instructional scaffolding to teacher and student participants with differing levels of prior knowledge. For instance, teacher participants with high prior knowledge should be encouraged to foster deeper reasoning and metacognitive engagement. Meanwhile, in LT-HS dyads (teacher participants with low prior knowledge and student participants with high prior knowledge), student participants with high prior knowledge can be encouraged to take on guiding roles that promote bridging inferences and adaptive instructional practices.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102873"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the interplay between child and parental ADHD symptoms on academic achievement through homework support: A moderated mediation model","authors":"Julie Goulet ,&nbsp;Catherine F. Ratelle ,&nbsp;André Plamondon ,&nbsp;Frédéric Guay ,&nbsp;Stéphane Duchesne ,&nbsp;Julien S. Bureau ,&nbsp;David Litalien","doi":"10.1016/j.lindif.2026.102867","DOIUrl":"10.1016/j.lindif.2026.102867","url":null,"abstract":"<div><div>Parental homework support is important for children's academic success, especially when they exhibit high attention-deficit/hyperactivity disorder (ADHD) symptoms. However, the homework period can become challenging, further intensified by parents' own ADHD symptoms. Using longitudinal data from 1505 French-Canadian parents (74.8% mothers) of elementary students, we first examined child ADHD symptoms as a predictor of subsequent academic achievement, mediated by parental homework content-oriented support and parental affect. Child ADHD symptom severity was indirectly associated with lower academic achievement through reduced parental positive affect during homework. Subsequently, using latent moderated mediation, we investigated whether parental ADHD symptoms moderated the link between child ADHD and homework support variables. No significant moderation emerged for mothers or fathers. However, parental symptoms were negatively associated with content-oriented support and positive affect. Our findings highlight the need to consider child and parent ADHD symptoms in homework approaches to foster more positive and effective parental support experiences.</div></div><div><h3>Educational Relevance Statement</h3><div>The detrimental role of ADHD symptoms on academic achievement necessitates a better understanding of the mechanisms involved. Parental homework support can play a pivotal role in this process. This research underscores that it is not merely the frequency of support that matters, but parents' positive experience during homework that is vital to children's academic success. However, both children's and parents' ADHD symptoms can make this experience harder. Therefore, schools must proactively design engaging assignments and provide support to foster positive parental engagement during homework, transforming it into a powerful tool for student success.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102867"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emotional intelligence predicts initial status and growth of reading comprehension in primary school students","authors":"Liyan Yu ,&nbsp;Catherine McBride ,&nbsp;Xiuhong Tong","doi":"10.1016/j.lindif.2025.102814","DOIUrl":"10.1016/j.lindif.2025.102814","url":null,"abstract":"<div><div>This study examined the associations between emotional intelligence and the initial level and growth rate of reading comprehension in narrative and non-narrative texts. A sample of 689 Chinese third-grade students (49.49 % girls; <em>M</em>_age = 9.23 years, <em>SD</em> = 0.66) from eight primary schools was assessed over three years. At Time 1, students completed measures of emotional intelligence, word reading, and listening comprehension. Reading comprehension was assessed at all three time points. Latent growth curve modeling revealed that emotional intelligence at Time 1 predicted the initial level of reading comprehension for both narrative and non-narrative texts but only predicted the growth rate for narrative texts. These findings highlight the importance of emotional intelligence in reading comprehension, particularly for narrative texts, and emphasize the need to incorporate it into reading comprehension models.</div></div><div><h3>Educational relevance statement</h3><div>The findings that emotional intelligence is associated with initial reading comprehension for both narrative and non-narrative texts and that it uniquely predicts growth for narrative texts, highlights new opportunities for enhancing reading instruction. Gender differences, with boys showing lower initial comprehension and slower growth, underscore the need for gender-sensitive instructional strategies. These results suggest that incorporating emotional intelligence into literacy education and adapting instruction based on text genre and gender may lead to more effective and equitable reading outcomes for diverse learners.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102814"},"PeriodicalIF":9.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145420043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Separating prior knowledge from acquired knowledge: An individual differences analysis of PISA - learning in the digital world","authors":"Leonard Tetzlaff ,&nbsp;Lothar Persic-Beck ,&nbsp;Ulf Kröhne ,&nbsp;Carolin Hahnel ,&nbsp;Daniel Schiffner ,&nbsp;Frank Goldhammer","doi":"10.1016/j.lindif.2025.102820","DOIUrl":"10.1016/j.lindif.2025.102820","url":null,"abstract":"<div><div>The innovative PISA domain “Learning in the digital world (LDW)” integrates the assessment of knowledge and skills with opportunities for learning. To investigate whether learning took place during the assessment, we analyzed data from 737 German PISA 2022 students and modeled individual differences in test performance that could not be explained by students'prior knowledge and skills. We then related these differences to learning activity (the use of worked examples during a task) and learning prerequisites (general intelligence and mastery orientation) to validate their interpretation as performance based on knowledge and skills acquired during the task. We found substantial remaining variance in performance after controlling for prior knowledge (21 % of variance). Significant relationships of these differences with both learning prerequisites and learning activity provide further evidence for interpreting found differences as a result of learning during the task.</div></div><div><h3>Educational relevance statement</h3><div>This study provides initial evidence that a learning process takes place during PISA-LDW assessments. Students that made use of the provided learning opportunities and/or have high intelligence consistently performed better than would be expected based on their prior knowledge. The use of learning opportunities was related to the learning goal orientation of students. Digital environments should be designed in a way that is conducive to learning goal orientations and provide explicit learning opportunitites.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102820"},"PeriodicalIF":9.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145420044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing digital reading comprehension through feedback messages: A large and long-term dynamic approach with secondary school students","authors":"Amelia Mañá ,&nbsp;Lidia Altamura ,&nbsp;Pablo Delgado ,&nbsp;Laura Gil ,&nbsp;Mario Romero-Palau ,&nbsp;Marian Serrano-Mendizábal ,&nbsp;Cristina Vargas ,&nbsp;Ladislao Salmerón","doi":"10.1016/j.lindif.2025.102818","DOIUrl":"10.1016/j.lindif.2025.102818","url":null,"abstract":"<div><div>Many high school students struggle to efficiently read complex digital documents that require different self-regulating processes, such as identifying main ideas or integrating multiple documents. To foster these processes, we designed and tested a long-term dynamic approach in which 700 students from grades 7 to 10 answered adjunct comprehension questions and received immediate feedback either about the performance (corrective) or about different processes and strategies to answer the questions (elaborated). Surprisingly, the effect of feedback on comprehension scores varied across samples. Elaborated feedback had a positive impact on 7th–8th grade students' self-regulation and comprehension scores, whereas Corrective Feedback yielded greater improvements in these domains for 9th–10th grade students. The effects were partially mediated by students' reviewing time in both samples. We discuss the need to adapt dynamic assessment interventions to students' educational level.</div></div><div><h3>Educational relevance statement</h3><div>In today's digital age, high school students face significant challenges in self-regulating their reading comprehension process. Addressing this particular concern, the current study examines how answering questions and receiving feedback while reading digital texts can enhance self-regulation and comprehension in high school students. Of particular relevance for instruction was the fact that different types of feedback had opposing effects depending on students grade level. Providing elaborated information aimed at guiding text processing to solve a comprehension question (e.g., “It is important to combine the information in the text with your own knowledge”) supported students in their early years of high school, while simply stating whether the response was correct or incorrect worked better for those in the final years of high school. These results can help educators make informed decisions about designing feedback in digital environments to promote self-regulation and comprehension.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102818"},"PeriodicalIF":9.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145420042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Co-developmental trajectories of subjective well-being in school and academic achievement among elementary school students: Relations to time-varying psychosocial adjustment","authors":"Xiaoyu Li ,&nbsp;E. Scott Huebner ,&nbsp;Wang Liu ,&nbsp;Lili Tian","doi":"10.1016/j.lindif.2025.102809","DOIUrl":"10.1016/j.lindif.2025.102809","url":null,"abstract":"<div><div>This study explored the co-developmental trajectories of subjective well-being in school (SWBS) and academic achievement (AA) and their relations to psychosocial adjustment among elementary school students. A total of 2287 Chinese students from Grade 4 (<em>M</em>_age = 9.45 years, 45.0 % female) were assessed on four occasions at six-month intervals. Parallel process latent class growth models indicated four heterogeneous trajectories. Students in the congruently high-stable group reported the best psychosocial adjustment. Students in the low-decreasing SWBS &amp; high-stable AA group showed the greatest risk of depressive symptoms, underscoring the importance of educators' continuous monitoring of students' AA <em>and</em> SWBS to promote healthy adjustment. The person-centered design elucidated elementary school students' heterogeneous co-development patterns of SWBS and AA in relation to psychosocial adjustment over time, yielding nuanced implications for the promotion of optimal psychosocial adjustment for elementary school children.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102809"},"PeriodicalIF":9.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145468165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transactional links between the home learning environment and children's math achievement from early childhood to adolescence","authors":"Nicholas E. Waters ,&nbsp;Sammy F. Ahmed ,&nbsp;Natasha Chaku ,&nbsp;Emily R. Fyfe","doi":"10.1016/j.lindif.2025.102837","DOIUrl":"10.1016/j.lindif.2025.102837","url":null,"abstract":"<div><div>Decades of research have demonstrated that the home learning environment (HLE) supports children's math development. Emerging evidence also suggests that children's math skills may influence changes in the HLE, pointing to potential transactional associations across development. Using a national longitudinal sample (<em>N</em> = 1364), we employed random intercept cross-lagged panel modeling to examine transactional associations between the HLE and children's math achievement from early childhood (54 months) to middle childhood (fifth grade), and from middle childhood to adolescence (age 15). Findings revealed that a more enriching HLE at each wave predicted higher math achievement in each ensuing wave. In turn, children's math achievement was also prospectively associated with greater enrichment in the HLE over time. These findings underscore the dynamic interplay between children's academic skills and their home environments and suggest that the HLE may serve as a modifiable target for interventions designed to support math achievement across development.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102837"},"PeriodicalIF":9.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Discrepancies between parent- and child-report internalizing problems in specific learning disabilities","authors":"Ambra Gentile,&nbsp;Giulia Giordano,&nbsp;Cristiano Inguglia,&nbsp;Sonia Ingoglia,&nbsp;Marianna Alesi","doi":"10.1016/j.lindif.2025.102845","DOIUrl":"10.1016/j.lindif.2025.102845","url":null,"abstract":"<div><div>Internalizing problems in children with Specific Learning Disabilities (SpLD) are barely assessed in scientific literature. In the current study, we used the multiple informant technique to detect differences between the evaluation of mothers, fathers and self (the child). The study sample, consisting of 97 families (children, mothers and fathers), with 47 children previously diagnosed for a Specific Learning Disability (SpLD), completed standardized measures for internalizing problems. Children with SpLD resulted to be more depressed and anxious than typically developing (TD) peers. Moreover, mothers of TD children perceived children as more anxious as children themselves or their fathers perceive them, while no significant differences between Informants were found for children with SpLD. Finally, parents' reports were positively related to each other for children with TD but not for children with SpLD. These results can be used as a starting point for psychological empowering interventions for students with SpLD and their families.</div></div><div><h3>Educational relevance statement</h3><div>The current study found that children who have a specific learning disability tend to suffer more from internalizing problems (i.e., anxiety, depression) than typically developed peers. Moreover, mothers perceive more anxiety in their children than the one reported by children themselves. These results underline the need for a psychological empowerment in children with SpLD.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102845"},"PeriodicalIF":9.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}