全文获取类型
收费全文 | 7849篇 |
免费 | 128篇 |
国内免费 | 8篇 |
专业分类
教育 | 5710篇 |
科学研究 | 481篇 |
各国文化 | 136篇 |
体育 | 687篇 |
综合类 | 6篇 |
文化理论 | 129篇 |
信息传播 | 836篇 |
出版年
2023年 | 25篇 |
2022年 | 46篇 |
2021年 | 95篇 |
2020年 | 203篇 |
2019年 | 282篇 |
2018年 | 310篇 |
2017年 | 349篇 |
2016年 | 324篇 |
2015年 | 209篇 |
2014年 | 254篇 |
2013年 | 1699篇 |
2012年 | 235篇 |
2011年 | 250篇 |
2010年 | 205篇 |
2009年 | 194篇 |
2008年 | 232篇 |
2007年 | 234篇 |
2006年 | 192篇 |
2005年 | 197篇 |
2004年 | 174篇 |
2003年 | 161篇 |
2002年 | 158篇 |
2001年 | 120篇 |
2000年 | 124篇 |
1999年 | 82篇 |
1998年 | 78篇 |
1997年 | 103篇 |
1996年 | 98篇 |
1995年 | 76篇 |
1994年 | 83篇 |
1993年 | 68篇 |
1992年 | 93篇 |
1991年 | 72篇 |
1990年 | 71篇 |
1989年 | 60篇 |
1988年 | 69篇 |
1987年 | 52篇 |
1986年 | 59篇 |
1985年 | 68篇 |
1984年 | 73篇 |
1983年 | 68篇 |
1982年 | 54篇 |
1981年 | 42篇 |
1980年 | 47篇 |
1979年 | 48篇 |
1978年 | 53篇 |
1977年 | 31篇 |
1976年 | 26篇 |
1975年 | 18篇 |
1948年 | 18篇 |
排序方式: 共有7985条查询结果,搜索用时 796 毫秒
101.
102.
Kim M. Tsai Ronald E. Dahl Michael R. Irwin Julienne E. Bower Heather McCreath Teresa E. Seeman David M. Almeida Andrew J. Fuligni 《Child development》2018,89(5):1577-1588
The current study examines the association between parental support and adolescent sleep under varying levels of family stress. Participants included 316 adolescents (Mage = 16.40 years, 43% male) and their parents (Mage = 45.67 years, 91% mothers) from diverse ethnic backgrounds. Both adolescents and parents completed questionnaires and adolescents wore wrist actigraphs and completed self‐reports on their sleep for 7 consecutive days. Results indicated that under contexts of family stress, more parental support was linked to longer sleep duration, less sleep variability, and less time spent awake during the night. Findings suggest that under contexts of family stress, cohesive family relationships may provide a sense of stability and security that is necessary for healthful sleep. 相似文献
103.
Barbara R. Foorman Yaacov Petscher Christopher Stanley Adrea Truckenmiller 《Journal of research on educational effectiveness》2017,10(3):619-645
The objective of this study was to determine the latent profiles of reading and language skills that characterized 7,752 students in kindergarten through tenth grade and to relate the profiles to norm-referenced reading outcomes. Reading and language skills were assessed with a computer-adaptive assessment administered in the middle of the year and reading outcome measures were administered at the end of the year. Three measures of reading comprehension were administered in third through tenth grades to create a latent variable. Latent profile analysis (LPA) was conducted on the reading and language measures and related to reading outcomes in multiple regression analyses. Within-grade multiple regressions were subjected to a linear step-up correction to guard against false-discovery rate. LPA results revealed five to six profiles in the elementary grades and three in the secondary grades that were strongly related to standardized reading outcomes, with average absolute between-profile effect sizes ranging from 1.10 to 2.53. The profiles in the secondary grades followed a high, medium, and low pattern. Profiles in the elementary grades revealed more heterogeneity, suggestive of strategies for differentiating instruction. 相似文献
104.
Fischer Peter Michael Mandl Heinz 《European Journal of Psychology of Education - EJPE》1988,3(2):217-233
The present article gives an outline of the state of art in computer assisted intervention by learning-concomitant differential feedback. Based on the spectrum of possible meanings and interpretations given to the concepts ‘interaction’ and ‘interactive’ this concept is elaborated and illustrated by prototypical theoretical approaches. Based on our own empirical findings arguments are given showing that sophisticated audiovisual interactive new technologies can properly be used even on the small machines available in schools if the content materials and the flow of control given to the learner are carefully designed and based on principles of cognitive science.
相似文献105.
This study examines regret for withholding relational complaints. The study sample of 393 participants completed measures of irritant frequency, irritant importance, relational intimacy, emotional distress from withholding, and regret for withholding. Irritant frequency mediated the positive relationship between length of withholding and irritant importance. This process predicted less intimacy and more emotional distress from withholding, the latter of which related to regret. Alternative paths were also found between length of withholding and regret. Results offer important implications for the role of regret management in hurtful confrontations and may inform other avoidance forms. 相似文献
106.
Christopher P. Dwyer 《Irish Educational Studies》2019,38(2):213-217
This review examines Psychology and the Study of Education: Critical Perspectives on Developing Theories, a collection of academic articles edited by Cathal Ó Siochrú. The collection comprehensively considers wide-ranging topics pertinent to the psychology of education, with a target audience of educators and students wishing to learn more about psychology. The review evaluates the collection as an integrated work of entries and analyses each component chapter; recognising the success of the collection with respect to its aim of challenging readers to critically reflect upon and consider the value of psychology in both understanding and influencing education. The book transcends the common formula of academic article collections in this area by being presented in a somewhat conversational manner, making it both interesting and accessible. The book is recommended for anyone interested in the psychology of education and for anyone who values the advancement of learning and teaching. 相似文献
107.
108.
Michael E. Schiltz 《Research in higher education》1988,28(1):67-75
This paper concludes that it is time for institutional research to address the issue of standards for the conduct of surveys. In reaching that conclusion, it argues that executing surveys is one of the most common activities of institutional research (IR) and one of the least served in IR literature; that as a craft, survey research is an orphan without a home in an academic discipline and therefore without a clear articulation of standards in its own right; and that as practiced in IR, survey research faces special technical problems and challenges not embraced in much of the general-survey research literature. Finally, it asks, but does not answer, how such a lofty goal as the pursuit of standards might be attained. 相似文献
109.
Jay W. Rojewski Christopher Pisarik Hyojung Han 《International Journal for Educational and Vocational Guidance》2017,17(3):329-346
Increasingly, individuals navigate their own careers in self-directed (protean) and boundaryless contexts. These concepts have been applied to adult employees but have seen limited application with young adults. Therefore, 205 college students were assessed on the Protean and Boundaryless Career Attitudes scales (Briscoe, Hall, and DeMuth, 2006); i.e., self-directed career management, values-driven, boundaryless mindset, and organizational mobility preferences. Scale items were reworded to focus on college experience. Cluster analysis organized respondents into five distinct protean-boundaryless career types. Three types were similar to those hypothesized for adults, while two types were unique to our sample. 相似文献
110.
An important concern when planning research studies is to obtain maximum precision of an estimate of a treatment effect given a budget constraint. When research designs have a multilevel or hierarchical structure changes in sample size at different levels of the design will impact precision differently. Furthermore, there will typically be differential costs of enrolling additional units at different levels of the hierarchy. The optimal design problem in multilevel research studies involves determining the optimal sample size at each level of the design given specified design parameters and a specified marginal cost of recruitment at each level. The current work extends existing results by considering optimal design for (a) unbalanced random assignment designs and (b) regression discontinuity designs. 相似文献