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121.
Simon Larose Diane Cyrenne Odette Garceau Marylou Harvey Frédéric Guay Fanny Godin 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):419-439
In this study, we examined the impact of a new academic mentoring program aimed at preventing student dropout in math, science and technology. The MIRES program entails bimonthly meetings between students entering college and university students completing their undergraduate degree in science and engineering. A randomized pretest-posttest control group design was used to evaluate the program’s short-term impact. At the end of the program, mentees (n = 150) presented significantly higher levels of motivation, a more positive career decision profile and enhanced institutional attachment and social adjustment than students in the control group (n = 157). MIRES mentees also showed success and persistence rates (mainly male participants) that were significantly higher than those of students in the control group. 相似文献
122.
Steve Amireault Gaston Godin 《Measurement in physical education and exercise science》2014,18(1):13-30
The purpose of this study was to provide three construct validity evidence for using fitness center attendance electronic records to objectively assess the frequency of leisure-time physical activity among adults. One hundred members of a fitness center (45 women and 55 men; aged 18 to 64 years) completed a self-report leisure-time physical activity questionnaire. The theory of planned behavior constructs (e.g., intention and perceived behavioral control), VO2max, and % BF were assessed. Fitness center attendance electronic records were expressed as the weekly mean number of mandatory check-in records retrieved from the fitness center's electronic database over a 12-week period prior to participant's physical fitness evaluation. A continuous (frequency) and categorical (“adherent” versus “non-adherent”) scores were computed. Results indicated that perceived behavioral control was associated with fitness center attendance electronic records and mediated the fitness center attendance electronic records–intention relationship. Fitness center attendance electronic records were associated with VO2max and self-report leisure-time physical activity. Therefore, results provide three evidence of construct validity of using fitness center attendance electronic records scores to assess leisure-time physical activity behavior. 相似文献
123.
The role of emotional experiences in teacher training is acknowledged, but the role of emotions during first experiences of classroom teaching has not been examined in large samples. This study examines the teaching methods used by student teachers in early teaching practice and the relationship between these methods and emotions experienced. We modified the Academic Emotions Questionnaire for the assessment of emotions and used an abridged version of the Instructional Approaches Questionnaire for the assessment of teaching methods. The results indicate that good preparation and a willingness to use constructivist pupil-oriented methods reduce student teachers’ negative experiences and promote learning about teaching. 相似文献
124.
125.
Johann Bigot Nathalie Pichot Benoît Testé 《European Journal of Psychology of Education - EJPE》2004,19(4):335-347
Numerous studies have demonstrated a decrease in the expression of internality in French sixth graders as compared to fifth
graders. The present study examines normative clearsightedness in addition to internality across four French school grades
(fourth to seventh). The results confirmed the sixth-grade drop in internality and showed that the decrease also applies to
normative clearsightedness. 相似文献
126.
OGRENMIS Alper Osman BALGETIR Handan ERGUT Mahmut 《浙江大学学报(A卷英文版)》2006,7(3):326-329
INTRODUCTIONLet ú3={(x1,x2,x3)|x1,x2,x3∈ú} be a 3D vector space, x=(x1,x2,x3) and y=(y1,y2,y3) be two vectors in ú3. The pseudo scalar product of x and y is defined by 相似文献
127.
Sans résumé 相似文献
128.
Two experiments were carried out in order to study the development of textual punctuation use in children from 7 to 13. Four unpunctuated stories (following Mandler & Johnson’s narrative grammars 1977) involving or not a connective (et/alors/après) at different places were submitted to subjects who had to write them down in adding punctuation marks. The results show a strong textual impact on the frequency of punctuation which is higher at the beginning and at the end of the stories. We found also a strong impact of connectedness: the frequencies and types of punctuation marks varied in relation to connectives:et was rarely punctuated;alors was mainly associated with commas whereasaprès was more often associated whith periods. These effects were significant mainly from 11 years of age on, except for the impact ofet already observed at 7 years of age. 相似文献
129.
Beno?t Dompnier Pascal Pansu Pascal Bressoux 《European Journal of Psychology of Education - EJPE》2007,22(3):333-350
The aim of this article is to gain further insight into the determinants of scholastic judgments. On the basis of a previous
study (Dompnier, Pansu, & Bressoux, 2006), we propose a model of the processes underlying teachers’ judgments. In addition
to taking into account some of these determinants, the proposed model grants to pupils’ social utility, as perceived by their
teacher, the status of central mediator between scholastic judgments and their determinants (pupils’ actual academic achievement,
pupils’ scholastic history, classroom context, and internality perceived by teachers). The initial model was tested on a first
sample of 250 pupils (3rd grade) and their teachers, and then improved. Next, the modified model was validated on a second
sample of 249 pupils (3rd grade) and their teachers. The results obtained on this sample indicated that the modified model
fit the data to a satisfactory extent, and that it is more parsimonious that alternative nonhierachical models. 相似文献
130.
A tale of two logics: social reproduction and mobilisation in university access in Quebec, 1945–2000
Benoît Laplante Pierre Doray Nicolas Bastien Pierre Chenard 《British Journal of Sociology of Education》2016,37(2):313-333
The 2012 Quebec students’ protests against university tuition fees fostered a debate on access to higher education in Quebec, and specifically on the Quebec ‘educational lag’. Using census data, we show that degree-holding is the same among Quebec French-speaking and Ontario English-speaking populations. Using event history analysis, we show that, during the second half of the twentieth century, university access increased at a different rhythm in each province and, within each province, within socio-linguistic groups. Quebec current education policy should not focus on the ‘educational lag’, which past policies have helped make up for, but on inequality in university access. 相似文献