全文获取类型
收费全文 | 556篇 |
免费 | 18篇 |
专业分类
教育 | 444篇 |
科学研究 | 20篇 |
各国文化 | 11篇 |
体育 | 41篇 |
综合类 | 2篇 |
文化理论 | 4篇 |
信息传播 | 52篇 |
出版年
2024年 | 2篇 |
2023年 | 6篇 |
2022年 | 12篇 |
2021年 | 14篇 |
2020年 | 21篇 |
2019年 | 28篇 |
2018年 | 35篇 |
2017年 | 41篇 |
2016年 | 35篇 |
2015年 | 21篇 |
2014年 | 30篇 |
2013年 | 135篇 |
2012年 | 24篇 |
2011年 | 17篇 |
2010年 | 19篇 |
2009年 | 13篇 |
2008年 | 14篇 |
2007年 | 15篇 |
2006年 | 5篇 |
2005年 | 10篇 |
2004年 | 12篇 |
2003年 | 8篇 |
2002年 | 7篇 |
2001年 | 4篇 |
2000年 | 10篇 |
1999年 | 6篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 3篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1968年 | 1篇 |
排序方式: 共有574条查询结果,搜索用时 15 毫秒
121.
Eleni Andreou Christina Roussi-Vergou Eleni Didaskalou Grace Skrzypiec 《Psychology in the schools》2020,57(8):1193-1207
The aim of the current study was to examine the role of resilience in the victimization experiences of students and their subjective well-being as well as to explore gender and age-related effects. Initially, 558 students (52.15% male) from grades 6 to 10 participated in the study completing The Student Aggression and Victimization Questionnaire, The Mental Health Continuum, and the Connor–Davidson Resilience Scale. One-hundred and twenty-seven (22.8%) students were excluded from the final analysis, as they did not report any victimization experience during the past 3 months. Males in all year levels reported higher levels of well-being and resilience compared with females. No gender differences were found in victimization experiences. Languishing students were found to be at higher risk of experiencing serious victimization. Resilience was not found to moderate the effects of victimization on mental health, but a higher level of resilience appeared to be related to more positive well-being for boys and younger students. Limitations of the study and implications for anti-bullying interventions are briefly discussed. 相似文献
122.
The discourse of urban science education is often framed by discussions of achievement gaps and limited resources. Although these realities are part of the urban education landscape, they focus on deficits—what urban youth and their teachers and schools lack. We argue that it is more productive to frame urban science education as a function of place. Place, in the urban classroom, accounts not only for the physical spaces of the community but also for the historical and sociocultural dimensions that play out as people interact with and in place. We argue that becoming an insider within the multidimensions of place is critical to science teaching environments that value and sanction their students' unofficial and often non-dominant ways of knowing. 相似文献
123.
124.
Predicting Adolescents’ Bullying Participation from Developmental Trajectories of Social Status and Behavior 下载免费PDF全文
J. Loes Pouwels Christina Salmivalli Silja Saarento Yvonne H. M. van den Berg Tessa A. M. Lansu Antonius H. N. Cillessen 《Child development》2018,89(4):1157-1176
The aim of this study was to determine how trajectory clusters of social status (social preference and perceived popularity) and behavior (direct aggression and prosocial behavior) from age 9 to age 14 predicted adolescents’ bullying participant roles at age 16 and 17 (n = 266). Clusters were identified with multivariate growth mixture modeling (GMM). The findings showed that participants’ developmental trajectories of social status and social behavior across childhood and early adolescence predicted their bullying participant role involvement in adolescence. Practical implications and suggestions for further research are discussed. 相似文献
125.
126.
Christina Cliffordson 《Educational Assessment》2013,18(1):56-75
The purpose of the study is to investigate the predictive validity of criterion- and norm-referenced grades and the Swedish Scholastic Aptitude Test (SweSAT) and, in particular, possible differences in the prediction of achievement in higher education across academic programs. The analyses were based on credit points obtained by 164,106 Swedish students during the years 1993 to 2001. Two-level modeling with randomly varying slopes with academic program as cluster variable was used. The results provide means and variances of the slopes across the different programs. Variability in the slopes because of program subject area was also investigated. The results indicate that the validity of grades, irrespective of grading system, is stronger in comparison with SweSAT scores. The results also indicate considerable differences in predictive power across programs for the SweSAT, whereas there are much smaller differences for norm-referenced grades and relatively modest differences for criterion-referenced grades. The impact of program subject area on the variability of prediction was substantial for SweSAT scores. 相似文献
127.
Christina Cipriano Michael J. Strambler Lauren H. Naples Cheyeon Ha Megan Kirk Miranda Wood Kaveri Sehgal Almut K. Zieher Abigail Eveleigh Michael McCarthy Melissa Funaro Annett Ponnock Jason C. Chow Joseph Durlak 《Child development》2023,94(5):1181-1204
This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who participate in USB SEL interventions experienced significantly improved skills, attitudes, behaviors, school climate and safety, peer relationships, school functioning, and academic achievement. Significant heterogeneity in USB SEL content, intervention features, context, and implementation quality moderated student experiences and outcomes. Strengths and limitations of this evidence and implications for future USB SEL research, policy, and practice are discussed. 相似文献
128.
Raha Hassan Cynthia L. Smith Louis A. Schmidt Christina A. Brook Martha Ann Bell 《Child development》2023,94(6):1745-1761
The dysregulation of social fear has been widely studied in children's shyness, but we know little about how shy children regulate during unfair treatment. We first characterized developmental patterns of children's shyness (N = 304, ngirls = 153; 74% White, 26% Other) across 2 (Mage = 2.07), 3 (Mage = 3.08), 4 (Mage = 4.08), and 6 (Mage = 6.58) years of age. Data collection occurred from 2007 to 2014. At age 6, the high stable group had higher cardiac vagal withdrawal and lower expressed sadness and approach-related regulatory strategy than the low stable group when being treated unfairly. Although shy children may be more physiologically impacted by being treated unfairly, they may mask their sadness to signal appeasement. 相似文献
129.
Diana Leyva Christina Weiland Anna Shapiro Gloria Yeomans-Maldonado Angela Febles 《Child development》2022,93(2):451-467
Food routines are an ecocultural asset of Latino families. This cluster-randomized trial with 248 children (Mage = 67 months; 50% girls; 13 schools) investigated the impact of a 4-week family program designed to capitalize on food routines in improving Latino kindergarteners’ outcomes in the United States. There were moderate-to-large impacts on child vocabulary (especially food-related) at end-of-treatment and the 5-month follow-up, and suggestive evidence of moderate impacts on approaches to learning (ATL; including ATL math) and executive function at the 5-month follow-up (d = .38–.95). There were no statistically significant impacts on children's math or literacy skills. A strengths-based, culturally responsive family intervention that is integrated into Latino family life can improve the skills needed to succeed in school. 相似文献
130.