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41.
Nathan Smith Eleanor Quested Paul R. Appleton Joan L. Duda 《Journal of sports sciences》2017,35(2):149-158
Adopting an integrated achievement goal (Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.) and self-determination theory (Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. doi:10.1207/S15327965PLI1104_01) perspective as proffered by Duda, J. L. (2013). (The conceptual and empirical foundations of empowering coachingTM: Setting the stage for the PAPA project. International Journal of Sport and Exercise Psychology, 11, 311–318. doi:10.1080/1612197X.2013.839414), the aim of the current study was to observe empowering and disempowering features of the multidimensional motivational coaching environment in training and competition in youth sport. Seventeen grass-roots soccer coaches were observed and rated in training and competitive settings using the multidimensional motivational climate observation system (MMCOS; Smith, N., Tessier, D., Tzioumakis, Y., Quested, E., Appleton, P., Sarrazin, P., … Duda, J. L. (2015). Development and validation of the multidimensional motivational climate observation system (MMCOS). Journal of Sport and Exercise Psychology, 37, 4–22. doi:10.1123/jsep.2014-0059). In line with our hypotheses, coaches created different motivational environments in the two contexts. More specifically, coaches were observed to create a less empowering and more disempowering environment in competition compared to in training. The observed differences were underpinned by distinctive motivational strategies used by coaches in the two contexts. Findings have implications for the assessment of the coach-created motivational environment and the promotion of quality motivation for young athletes taking part in grass-roots-level sport. 相似文献
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This study examined the influence of racial identity in the longitudinal relation between perceptions of racial discrimination and psychological well-being for approximately 560 African American youth. Latent curve modeling (LCM) and parallel process multiple-indicator LCMs with latent moderators were used to assess whether perceptions of racial discrimination predicted the intercept (initial levels) and the slope (rate of change) of psychological well-being over time, and whether racial identity moderates these relations. The results indicated that African American adolescents who reported higher psychological responses to discrimination frequency levels at the first time point had lower initial levels of well-being. Regressing the slope factor for psychological well-being on the frequency of discrimination also revealed a nonsignificant result for subsequent well-being levels. 相似文献
43.
Eleanor B. English 《Research quarterly for exercise and sport》2013,84(4):282-290
Abstract The concepts of exercise as presented in De sanitate tuenda (Care of Health), 1560, written by the Renaissance physician, Girolamo Cardano (1501–1576), were the focus of the inquiry. In this work, as well as in his personal and professional life, Cardano was an advocate of physical activity for the development of physical and mental well-being. The benefits accrued from participation were: the harmonious development of mind and body; good health; emotional stability; a strong, firm, beautiful body; and a long, robust life. Physical exercise was perceived as a lifelong task ranging from childhood to old age, with activities geared for the needs and limitations of each age grouping. Vigorous activities were recommended for both children and youth. As one grew older, moderate physical exercise with longer rest periods was advised. A comparison of this work with Sir Thomas Elyot's Castel of Helth, 1541, revealed that Cardano was significant in the realm of Renaissance exercise for his advocacy of physical exercise for all ages, particularly the forty to seventy age group, as well as for the delineation of appropriate activities for this older adult group. 相似文献
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A survey was sent to research libraries in the United States and Canada to learn about the level of effort involved in working with vendors' usage reports, how the data are used, and which data are most useful to librarians in managing electronic resources. Ninety‐two responses were received and analyzed. Lack of standards and inconsistencies in the usage data were identified as issues in effectively preparing the data for further analysis. In fact, the results showed that more time was spent acquiring, reformatting, and manipulating the data than on actually analyzing them. The number of full‐text downloads was specified as the most useful statistic for assessing the use of electronic resources. 相似文献
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Valerie S. L. Williams Kathleen Rees Rosa Lori D. McLeod David Thissen Eleanor E. Sanford 《Journal of Educational Measurement》1998,35(4):277-296
Data from the North Carolina End-of-Grade test of eighth-grade mathematics are used to estimate the achievement results on the scale of the National Assessment of Educational Progress (NAEP) Trial State Assessment. Linear regression models are used to develop projection equations to predict state NAEP results in the future, and the results of such predictions are compared with those obtained in the 1996 administration of NAEP Standard errors of the parameter estimates are obtained using a bootstrap resampling technique. 相似文献
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In recent literature on persons with learning disabilities (LD), speech recognition has been discussed primarily as an assistive
technology to help compensate for writing difficulties. However, prior research by the authors has suggested that in addition
to helping persons to compensate for poor writing skills, speech recognition also may enhance reading and spelling; that is,
what was designed as assistive technology appears to serve remedial functions as well. The present study was conducted to
determine whether elementary and secondary students with LD who used the technology to write self-selected compositions and
class assignments would demonstrate improvements in reading and spelling. Thirty-nine students with LD (ages 9 to 18) participated.
Nineteen participants used speech recognition 50 minutes a week for sixteen weeks, and twenty students in a control group
received general computer instruction. Results indicated that the speech recognition group showed significantly more improvement
than the control group in word recognition (p<.0001), spelling (p<.002) and reading comprehension (p<.01). Pre- and posttests on five reading-related cognitive processing measures (phonological, orthographic, semantic processing,
metacognitive reading strategies, and working memory) indicated that for the experimental group, only phonological processing
improved significantly over the treatment period when compared to controls (p<.04). Further ANCOVA suggested that growth in phonological processing was associated with significant differences among conditions
for all three academic measures: word recognition, spelling, and reading comprehension.
Address correspondence to 971 N. Altadena Drive, Pasadena, CA 91107. E-mail center@frostig.org. 相似文献
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