全文获取类型
收费全文 | 4381篇 |
免费 | 28篇 |
国内免费 | 3篇 |
专业分类
教育 | 3247篇 |
科学研究 | 490篇 |
各国文化 | 28篇 |
体育 | 172篇 |
综合类 | 7篇 |
文化理论 | 71篇 |
信息传播 | 397篇 |
出版年
2021年 | 11篇 |
2020年 | 21篇 |
2019年 | 38篇 |
2018年 | 108篇 |
2017年 | 156篇 |
2016年 | 196篇 |
2015年 | 104篇 |
2014年 | 65篇 |
2013年 | 421篇 |
2012年 | 95篇 |
2011年 | 221篇 |
2010年 | 121篇 |
2009年 | 169篇 |
2008年 | 89篇 |
2007年 | 73篇 |
2006年 | 90篇 |
2005年 | 716篇 |
2004年 | 567篇 |
2003年 | 314篇 |
2002年 | 114篇 |
2001年 | 62篇 |
2000年 | 54篇 |
1999年 | 22篇 |
1998年 | 41篇 |
1997年 | 20篇 |
1996年 | 19篇 |
1995年 | 17篇 |
1994年 | 32篇 |
1993年 | 26篇 |
1992年 | 23篇 |
1991年 | 19篇 |
1990年 | 24篇 |
1989年 | 15篇 |
1988年 | 14篇 |
1987年 | 10篇 |
1986年 | 15篇 |
1985年 | 28篇 |
1984年 | 22篇 |
1983年 | 16篇 |
1982年 | 25篇 |
1981年 | 28篇 |
1980年 | 17篇 |
1979年 | 25篇 |
1978年 | 8篇 |
1977年 | 21篇 |
1976年 | 9篇 |
1975年 | 8篇 |
1974年 | 8篇 |
1973年 | 12篇 |
1971年 | 11篇 |
排序方式: 共有4412条查询结果,搜索用时 15 毫秒
991.
992.
993.
994.
995.
How Can Genetically Informed Research Help Inform the Next Generation of Interparental and Parenting Interventions? 下载免费PDF全文
There is robust evidence that the interparental relationship and parenting behaviors each have a significant influence on children's risk for emotional (internalizing) and behavioral (externalizing) problems. Indeed, interventions targeting the interparental relationship and parenting processes show significant intervention‐related reductions in child internalizing and externalizing problems. However, most evidence‐based parenting‐ and couple‐focused interventions result in small to medium effects on children's emotional and behavior problems. It is proposed that there is opportunity to improve upon these interventions through incorporation of knowledge from quantitative genetic research. Three core recommendations are provided for practitioners engaging in intervention work with children and families. These recommendations are contextualized relative to what quantitative genetic studies can tell us about the role of the interparental relationship and parenting behaviors on child outcomes. 相似文献
996.
Lipscomb ST Leve LD Harold GT Neiderhiser JM Shaw DS Ge X Reiss D 《Child development》2011,82(5):1661-1675
The current longitudinal study examined trajectories of child negative emotionality, parenting efficacy, and overreactive parenting among 382 adoptive families during infancy and toddlerhood. Data were collected from adoptive parents when the children were 9-, 18-, and 27-month-old. Latent growth curve modeling indicated age-related increases in child negative emotionality and overreactive parenting for adoptive fathers and adoptive mothers (AM), and decreases in parent efficacy among AM. Increases in child negative emotionality were also associated with increases in parent overreactivity and decreases in maternal efficacy. Mothers' and fathers' developmental patterns were linked within but not across parenting domains. Limitations and directions for future research are discussed. 相似文献
997.
998.
Lawrence’s Self‐Esteem Questionnaire (LAWSEQ) was administered to 120 Year 1 pupils in six schools in Belfast, Northern Ireland. A principal components analysis indicated that the scale items were unidimensional and that the reliability of the scores, as estimated by Cronbach’s alpha, was satisfactory (α = .73). There were no differences between boys and girls on either total scores or the individual items comprising the LAWSEQ. A follow‐up study, involving 71 of the children in Year 3, confirmed these findings but the stability of the scores between the two occasions (as indicated by Pearson’s r) was extremely low. 相似文献
999.
Utilizing mixed methodology, this paper investigates the relationship between self-esteem and academic achievement for young adolescents within two Western cultural contexts: the United States and England. Quantitative and qualitative data from 86 North American and 86 British adolescents were utilized to examine the links between self-esteem and academic achievement from the beginning to the end of their academic year during their 11th–12th year of age. For both samples, quantitative results demonstrated that fall self-esteem was related to multiple indicators of later year academic achievement. While country differences emerge by the end of the year, math appears to have a consistent relationship with self-esteem in both country contexts. Qualitative analyses found some support for British students’ self-perceptions as more accurately reflecting their academic experience than the students from the United States. 相似文献
1000.
While claims of the importance of attribution theory and teachers’ expectations of students for student performance are repeatedly
made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning
disabilities (LD). Accordingly, 444 Australian preservice primary school teachers were surveyed using vignettes and Likert-scale
questions, to ascertain their responses to students with and without LD. It was found that preservice primary school general
education teachers held a negative attribution style towards students with LD. Preservice primary teachers perceived students
with LD as a lacking ability in comparison to others in the class. Recommendations for research and training programmes conclude
the paper. 相似文献