Learning and Individual Differences最新文献

{"title":"Measuring the iterative process of creative thinking: Uncovering the interplay between divergent and convergent thinking","authors":"Miri Barhak-Rabinowitz ,&nbsp;Tzur M. Karelitz ,&nbsp;Ido Roll","doi":"10.1016/j.lindif.2025.102821","DOIUrl":"10.1016/j.lindif.2025.102821","url":null,"abstract":"<div><div>Assessments of Creative Thinking often treat divergent and convergent thinking as separate processes, failing to capture their interaction within iterative problem-solving. The current study introduces an interactive task, ‘Structures’, designed to measure these cognitive processes in tandem. Participants (<em>N</em> = 122) were tasked with designing polygons under constraints and received real-time feedback to refine their solutions. Measures of divergent and convergent thinking were automatically extracted from the variability of feature combinations in the attempted solutions and the consistency in the progress of these attempts. A model that combines both independent measures was best in explaining overall performance. Results also show a negative correlation between divergent and convergent thinking, suggesting a trade-off. Post-hoc analysis suggests a third competency, resource allocation, that oversees the interplay between these. This work highlights the complementary yet competing processes within iterative Creative Thinking and underscores the potential of digital environments to capture higher-order cognitive skills.</div></div><div><h3>Educational relevance statement</h3><div>This study provides insights into the iterative process of Creative Thinking, a competence increasingly recognized as essential in the 21st century. Our findings emphasize the importance of fostering both divergent and convergent thinking to enhance Creative Thinking, and their balance. We exemplify tracing these sub-skills as participants tackle a difficult challenge and provide a freely available online tool for examination at <span><span>https://technion.link/miri/polygon/?timer=20&amp;display_timer=on</span><svg><path></path></svg></span>.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102821"},"PeriodicalIF":9.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145468164","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":"Social foundations of motivation: A pathway forward","authors":"Kathryn R. Wentzel","doi":"10.1016/j.lindif.2025.102840","DOIUrl":"10.1016/j.lindif.2025.102840","url":null,"abstract":"<div><div>As commentary on the “road ahead” for scholarship on motivation at school, this essay focuses on the need for theorizing and research that recognizes the rich and nuanced characteristics of the social contexts that influence a student's motivation to learn. Recognizing that social contexts are integral to understanding student motivation to learn, I first describe a competence-in-context perspective that illustrates how contexts and competencies provide a foundation for motivation. The contribution of social goal pursuit to motivated action, and the social nature of instructional contexts and belief systems that facilitate goal pursuit are discussed. Socialization experiences that define and influence the development of these motivational belief systems are also proposed. Suggestions for future theorizing and research that recognize the contributions of students' social motivation and the social contexts of schooling to our understanding of students' motivation to learn are offered.</div></div><div><h3>Educational relevance</h3><div>This article discusses the importance of including the role of social contexts in future theorizing and research on students' motivation to learn. Social contexts are defined with respect to interpersonal relationships, school climates, and developmental and cultural experiences. Contextual influences on social goal setting and beliefs concerning social supports and affordances are described as critical components of motivation to learn.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102840"},"PeriodicalIF":9.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569322","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":"Mapping the intellectual landscape of educational psychology: Citation rankings and network structures of 60 journals, scholars, and institutions","authors":"Jinran Wu ,&nbsp;Herbert W. Marsh ,&nbsp;Jiesi Guo ,&nbsp;Johnmarshall Reeve ,&nbsp;Reinhard Pekrun ,&nbsp;Theresa Dicke ,&nbsp;Hye-Ryen Jang ,&nbsp;Geetanjali Basarkod","doi":"10.1016/j.lindif.2025.102816","DOIUrl":"10.1016/j.lindif.2025.102816","url":null,"abstract":"<div><div>Understanding how influence is structured within educational psychology is critical for advancing research quality, equity, and impact. We introduce a replicable, field-sensitive framework that combines (a) the Educational Psychology H-index (EP-H), which isolates within-field impact, and (b) a cross-citation network mapping journals and subfields. Using 27,482 articles from 60 Web of Science educational-psychology journals (2015–2024), we rank researchers, institutions, countries, and journals, examine convergent validity with established metrics, and identify thematic clusters centered on motivation, learning strategies, emotions, and cognition. Results reveal concentrated influence alongside meaningful international contributions. Leading journals include Journal of Educational Psychology and Educational Psychology Review, with Learning and Individual Differences showing strong connectivity across cognitive, emotional, and motivational subfields. The approach clarifies how citation volume and structural position jointly influence visibility, provides transparent tools for editors and institutions, and can be adapted to other disciplines where disciplinary context is relevant.</div></div><div><h3>Educational relevance and implications</h3><div>This study provides editors, institutions, and researchers with a clear understanding of who and what influences educational psychology. Using a field-specific Educational Psychology H-index (EP-H) and a cross-citation network, we identify journals that connect subfields and scholars who are most visible within the discipline. These tools help early-career scholars select venues and assist departments in evaluating contributions in core areas of educational psychology. The approach is transparent, replicable, and adaptable to related areas of education research.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102816"},"PeriodicalIF":9.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145420041","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":"How is spatial reasoning associated with mathematical ability? Evidence based on a meta-analysis","authors":"Hong Lu ,&nbsp;Zhengcheng Fan ,&nbsp;Frederick K.S. Leung ,&nbsp;Xin Chen ,&nbsp;Haode Zuo","doi":"10.1016/j.lindif.2025.102838","DOIUrl":"10.1016/j.lindif.2025.102838","url":null,"abstract":"<div><div>Despite extensive research exploring the relationship between various spatial reasoning and mathematical abilities, there is rare evidence of their integrated effects and relational specificity. Using the meta-analysis method, this study estimated the spatial reasoning-mathematics correlation and analysed the potential moderating effects of spatial reasoning factors (i.e., spatial visualisation, mental rotation, and spatial orientation), mathematical domains (i.e., numerical, arithmetic, geometric, logical reasoning, and comprehensive math), and age (i.e., preschoolers, children, adolescents, and adults). After integrating 62 studies with 239 effect sizes, a moderate correlation (<em>r</em> = 0.31, 95 % CI [0.29, 0.33]) was identified between spatial reasoning and mathematics; spatial visualisation and spatial orientation showed stronger associations with mathematical ability than mental rotation; comprehensive math, geometry and logical reasoning exhibited superior correlations with spatial reasoning than arithmetic. In addition, no relational differences were detected among preschoolers, children, adolescents, and adults. Theoretical and practical implications of these findings are discussed.</div></div><div><h3>Educational relevance statement</h3><div>The present study identified a moderate correlation (<em>r</em> = 0.31, 95 % CI [0.29, 0.33]) between spatial reasoning and mathematical ability and supported its underlying specificity. The spatial reasoning-mathematics relationship shifts depending on the demands of particular spatial reasoning and mathematical tasks; however, the age effect needs further scrutiny. Therefore, it is important to acknowledge the multi-dimensional nature of spatial reasoning and mathematics as we delve deeper into their relationship. Especially under the general conceptualisation of mental imagery, spatial transformation and visualisation processing, a fine-grained differentiation across spatial reasoning factors should be adopted. This result justifies and highlights the uniqueness of each spatial reasoning factor and the necessity of its discrimination for spatial training, instruction, or intervention for mathematical improvement purposes.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102838"},"PeriodicalIF":9.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569323","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":"Self-regulation of motivation in university students – a longitudinal study of interindividual differences and intraindividual trajectories","authors":"Olena Kryshko ,&nbsp;Michael Becker ,&nbsp;Jens Fleischer ,&nbsp;Detlev Leutner","doi":"10.1016/j.lindif.2025.102817","DOIUrl":"10.1016/j.lindif.2025.102817","url":null,"abstract":"<div><div>Research on the self-regulation of motivation within the SRL framework has recently undergone significant advancements, underlining both the relevance and complexity of motivational regulation processes. However, prior studies seldom accounted for distinct motivational regulation constructs, their predictors, or developmental patterns over time. This longitudinal study, covering several semesters of university education, focused on the intraindividual trajectories and relevant predictors of interindividual differences in students' (<em>N</em>_t1 = 922) self-efficacy for motivational regulation and frequency of use of motivational regulation strategies (overall and specific strategies). Results of latent growth curve modeling revealed unique developmental patterns in these constructs and unique associations of their initial levels and trajectories with cognitive and achievement-related, personality-related, and socio-demographic variables. Overall, conscientiousness was the most robust and powerful predictor of motivational regulation processes. Furthermore, lower-achieving students, more neurotic students, males, and first-generation students may especially benefit from individualized support programs to improve their motivational regulation skills.</div></div><div><h3>Educational relevance statement</h3><div>This longitudinal research provides novel insights into the complexity of motivational regulation processes in university students. Our findings indicate that self-efficacy for motivational regulation and frequency of use of different motivational regulation strategies unfold uniquely over time. Furthermore, their initial levels and developmental patterns are affected to a different extent by student background characteristics such as cognitive ability, prior academic achievement, personality factors, gender, and university generational status. These results underline the importance of empirically considering distinct motivational regulation components and may help provide more optimal support for specific groups of students.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102817"},"PeriodicalIF":9.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145468166","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":"Gender-specific same- and cross-domain effects of academic performance and subjective well-being in Chinese adolescent friendships","authors":"Hang Zhang ,&nbsp;Xinyu Zhang ,&nbsp;Yufang Bian","doi":"10.1016/j.lindif.2025.102833","DOIUrl":"10.1016/j.lindif.2025.102833","url":null,"abstract":"<div><div>This study explored the same- and cross-domain contributions of friends' academic performance and subjective well-being (SWB) and potential gender differences among Chinese early adolescents. Participants were 1182 initial fifth-grade children (Mage = 11.25 years, SD = 0.34, 54.8 % girls) within 591 same-gender friendship dyads. Two-wave data on academic performance, SWB, and friendships were collected from self-reports and peer nominations. Results of actor-partner interdependence model showed that SWB of adolescents positively predicted their later academic performance while the reverse relation was non-significant across gender. For partner effects, contagion effects of academic performance for boys and SWB for girls in friendships across time were found. Cross-domain effects were observed exclusively among girls, where friendships with higher SWB were linked to increased academic performance while having friends with higher math performance predicted lower SWB. These findings advance our understanding of gender-specific friendship influences on academic performance and SWB, with practical implications discussed.</div></div><div><h3>Educational relevance statement</h3><div>This one-year longitudinal study investigated the same- and cross-domain effects of adolescents' academic performance and subjective well-being through the lens of friendship in the Chinese context, where academic success is emphasized but happiness is overlooked. Our study highlighted the significance of SWB as a cross-domain predictor of higher academic performance among Chinese early adolescents. Gender differences were notable: boys' academic performance and girls' SWB were contagious in friendship over time. Girls with happier friends had better academic performance, while those with higher-achieving math friends had lower SWB. Accordingly, schools and educators should prioritize students' psychological well-being to support their academic functioning. Practitioners in educational settings are encouraged to utilize the gender-specific effects in friend influence to promote academic success and happiness of students.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102833"},"PeriodicalIF":9.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145468163","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 latent writing profiles and their connection to intervention responsiveness","authors":"Seohyeon Choi ,&nbsp;Emily A. Reno ,&nbsp;Jechun An ,&nbsp;Emma Shanahan ,&nbsp;Erica Lembke ,&nbsp;Kristen L. McMaster","doi":"10.1016/j.lindif.2025.102790","DOIUrl":"10.1016/j.lindif.2025.102790","url":null,"abstract":"<div><div>We investigated whether elementary students identified as needing intensive early writing interventions exhibit distinct writing profiles based on key writing dimensions—accuracy, productivity, and quality/complexity. We also explored whether the effects of writing support within a Data-Based Individualization (DBI) framework differed by students' writing profile membership. Latent profile analysis conducted on a sample of students (<em>N</em> = 289) with intensive early writing needs—approximately half of whom received DBI support, while the rest received business-as-usual writing instruction—identified three distinct profiles. These profiles varied in the specificity and severity of needs across the writing dimensions. Mixed-effects modeling revealed that students' profile membership did not moderate the impact of DBI on post-intervention writing outcomes. We discuss these findings in relation to theoretical and methodological implications for better understanding and examining young students struggling with beginning writing, as well as practical implications for instructional and assessment practices.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102790"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145110047","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":"Who loses motivation and who keeps it up? Investigating factors for changes in motivational profiles across multiple domains","authors":"Oana Costache ,&nbsp;Peter A. Edelsbrunner ,&nbsp;Eva S. Becker ,&nbsp;Fabio Sticca ,&nbsp;Fritz C. Staub ,&nbsp;Thomas Goetz","doi":"10.1016/j.lindif.2025.102798","DOIUrl":"10.1016/j.lindif.2025.102798","url":null,"abstract":"<div><div>In this three-year-longitudinal study, we examined how students' gender, conscientiousness, academic specialization, and perceived need satisfaction predict stability and change in students' extrinsic and intrinsic value beliefs across mathematics, German, English, and French. Additionally, we investigated the relationship between changes in these motivational profiles and students' domain-specific academic achievement. Multilevel latent transition analyses based on a sample of 850 Swiss-German upper-secondary students (<em>M</em>_age <em>=</em> 15.6 years, 54 % female) revealed four domain-independent profiles of extrinsic value beliefs and five domain-specific profiles of intrinsic value beliefs. Transitions into profiles with lower extrinsic value beliefs were related to stable personal factors such as students' gender, choice of specialization domain, and conscientiousness. In contrast, changes in intrinsic value beliefs depended on students' year-specific perceived need satisfaction, notably in mathematics and French. There were no significant associations between a decline in intrinsic value beliefs and students' domain-specific achievement at any measurement point.</div></div><div><h3>Educational relevance statement</h3><div>Across math and languages in 9th to 11th grade, some students' ascribed value to these subjects declines whereas others' remains stable. Being male, choosing a STEM major, and being less conscientious predict loss in value ascribed to grades. Lack of perceived autonomy, competence, and social embeddedness predicts loss in subject likeability. Interventions aimed at improving students' perceived autonomy, competence, and social embeddedness may prevent motivational decline.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102798"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145107702","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":"Mathematics motivation, achievement, and gender inequality in social intuitions: Unpacking gender differences in STEM career expectations across 75 societies","authors":"Wei Wu ,&nbsp;Yanan Zhang","doi":"10.1016/j.lindif.2025.102815","DOIUrl":"10.1016/j.lindif.2025.102815","url":null,"abstract":"<div><div>Gender disparities in STEM career expectations emerge early and remain persistent worldwide. Drawing on PISA 2022 data from 75 societies (<em>N</em> = 578,627), this study examines how mathematics-related motivation and achievement interact with gender inequality in social institutions. Results indicate that males consistently report higher STEM career expectations than females. Intrinsic value in mathematics widens the gender gap, whereas academic achievement exerts a powerful equalizing effect that, at high levels, allows females to surpass males. Greater gender inequality in social institutions is linked to higher overall STEM expectations but simultaneously amplifies gender gaps. The equalizing effect of achievement is intensified in contexts of stronger family discrimination and restricted civil liberties but weakened when physical integrity is constrained. Conversely, the gap-widening effect of intrinsic value is attenuated under limited access to resources. Findings underscore the need for gender-responsive educational policies that address both individual processes and institutional conditions.</div></div><div><h3>Educational impact and implications statement</h3><div>This study demonstrates that mathematics-related motivation and achievement interact with gender inequality in social institutions to shape adolescents' STEM career expectations. While intrinsic value tends to widen gender gaps, high levels of academic achievement can act as an equalizer, underscoring the importance of supporting female students' achievement pathways. The moderating role of gender inequality in social institutions indicates that classroom interventions alone are insufficient; broader societal efforts to reduce restrictions on physical integrity are also essential to advance gender equity in STEM career expectations. The weakening of motivational effects under limited resources and assets highlights the need to ensure equitable access to STEM career opportunities. Together, these insights call for gender-responsive strategies and policies that enhance academic achievement, address structural barriers, and foster inclusive environments that encourage both female and male students to pursue STEM careers.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102815"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362855","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":"Parental response to failure, teachers' goal-oriented instructional practices, and chinese adolescents' mastery motivation in math learning: A longitudinal multilevel examination","authors":"Tong Zhou ,&nbsp;Xi Chen ,&nbsp;Jingyao Bai ,&nbsp;Hongyu Fan ,&nbsp;Junsheng Liu","doi":"10.1016/j.lindif.2025.102810","DOIUrl":"10.1016/j.lindif.2025.102810","url":null,"abstract":"<div><div>This two-wave longitudinal study examined the unique and interactive effects of parents' and teachers' practices on Chinese adolescents' mastery motivation. Participants included 2093 middle school students (<em>M</em> _age = 14.01 years, <em>SD</em> = 0.71), their parents, and mathematics teachers. Data were collected via self-report questionnaires completed by parents, teachers and adolescents over six months. Multilevel modeling showed that parental person responses to failure negatively predicted adolescents' persistence at T2, while process responses had a positive effect. For negative reactions to failure, maternal person responses positively predicted negative reactions to failure only in classrooms with high levels of teacher's mastery-oriented practices. No such effect appeared in classrooms with low levels of these practices. Additionally, paternal person responses positively predicted adolescents' negative reactions to failure, whereas paternal process responses negatively predicted adolescents' negative reactions to failure. The implications of the results for parents' and teachers' practices on facilitating adolescents' math learning are discussed.</div></div><div><h3>Educational relevance statement</h3><div>This study provides new insights into the combined impact of parental and teacher practices on the development of adolescents' mastery motivation when they encounter setbacks in math learning. Using longitudinal multilevel approach, findings indicate that parental process responses foster persistence in adolescents, whereas person responses diminish their persistence when faced with failure. Additionally, when teachers focus on mastery-oriented practices in schools, but mothers emphasize person response at home, adolescents are more likely to have negative reactions to failure. Notably, only maternal person response was found to interact with teacher practices, while paternal responses showed consistent effects on adolescents' mastery motivation regardless of teacher practices. These results suggest that school-based interventions should actively involve both parents. For mothers, it is important to enhance the alignment between their practices at home with classroom practices. For fathers, it is important to improve their awareness of their influential role in adolescents' academic socialization. Encouraging consistent use of process responses across home and school may be key to fostering adolescents' resilience and motivation in the face of academic setbacks.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102810"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145268817","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}