全文获取类型
收费全文 | 838篇 |
免费 | 35篇 |
国内免费 | 1篇 |
专业分类
教育 | 659篇 |
科学研究 | 18篇 |
各国文化 | 21篇 |
体育 | 34篇 |
文化理论 | 1篇 |
信息传播 | 141篇 |
出版年
2023年 | 16篇 |
2022年 | 27篇 |
2021年 | 26篇 |
2020年 | 45篇 |
2019年 | 55篇 |
2018年 | 72篇 |
2017年 | 65篇 |
2016年 | 49篇 |
2015年 | 35篇 |
2014年 | 43篇 |
2013年 | 161篇 |
2012年 | 35篇 |
2011年 | 31篇 |
2010年 | 20篇 |
2009年 | 23篇 |
2008年 | 16篇 |
2007年 | 14篇 |
2006年 | 8篇 |
2005年 | 9篇 |
2004年 | 8篇 |
2003年 | 7篇 |
2002年 | 12篇 |
2001年 | 2篇 |
2000年 | 5篇 |
1999年 | 9篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 3篇 |
1995年 | 2篇 |
1994年 | 2篇 |
1993年 | 6篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1988年 | 2篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1983年 | 4篇 |
1981年 | 6篇 |
1979年 | 3篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1975年 | 4篇 |
1974年 | 2篇 |
1966年 | 2篇 |
1924年 | 1篇 |
1922年 | 1篇 |
1919年 | 1篇 |
1915年 | 1篇 |
排序方式: 共有874条查询结果,搜索用时 15 毫秒
41.
42.
Relationship Reciprocation Modulates Resource Allocation in Adolescent Social Networks: Developmental Effects
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Stephanie Burnett Heyes Yeou‐Rong Jih Per Block Chii‐Fen Hiu Emily A. Holmes Jennifer Y. F. Lau 《Child development》2015,86(5):1489-1506
Adolescence is characterized as a period of social reorientation toward peer relationships, entailing the emergence of sophisticated social abilities. Two studies (Study 1: N = 42, ages 13–17; Study 2: N = 81, ages 13–16) investigated age group differences in the impact of relationship reciprocation within school‐based social networks on an experimental measure of cooperation behavior. Results suggest development between mid‐ and late adolescence in the extent to which reciprocation of social ties predicted resource allocation. With increasing age group, investment decisions increasingly reflected the degree to which peers reciprocated feelings of friendship. This result may reflect social‐cognitive development, which could facilitate the ability to navigate an increasingly complex social world in adolescence and promote positive and enduring relationships into adulthood. 相似文献
43.
44.
The present study evaluated the effects of the On‐Task in a Box intervention on student on‐task behavior when used as a class‐wide intervention. The intervention package includes self‐monitoring, video modeling, and reinforcement contingency components. A multiple baseline design across three elementary classrooms was used to determine the effects of the intervention on student behavior. Results indicated immediate increases in on‐task behavior in all classrooms. Calculation of nonoverlap of all pairs’ effect sizes indicated strong intervention and maintenance effects on on‐task behavior of students in all classrooms. Social validity data were also collected, which indicated adequate validity of the intervention. Results of the study suggest that the intervention package may be effective for improving class‐wide levels of on‐task behavior. 相似文献
45.
46.
Teachers are ideally placed to identify and refer pupils who self-injure, but are often unaware when pupils self-injure or unsure how to respond. The aims of this study were to explore and compare pre-service and in-service teachers’ knowledge and attitudes towards self-injury, and their confidence responding to pupils who self-injure. Pre-service teachers (n = 267) and in-service teachers (n = 261) completed self-report questionnaires. Prior education regarding self-injury was positively related to knowledge and confidence, while pre-service teachers were more confident than in-service teachers in their ability to cope with legal and school regulations. Thematic analysis of open-ended questions indicated that although pre- and in-service teachers are concerned about pupils who self-injure and are willing to help these students, they feel ill-informed about self-injury and requested school policies and additional education regarding the behaviour. Results have implications for educational programmes that prepare pre- and in-service teachers to identify and respond to pupils who self-injure. 相似文献
47.
Clare Carruthers Brenda McCarron Peter Bolan Adrian Devine Una McMahon-Beattie Amy Burns 《Assessment & Evaluation in Higher Education》2015,40(3):352-370
This study aims to ascertain student and staff attitudes to and perceptions of audio feedback made available via the virtual learning environment (VLE) for summative assessment. Consistent with action research and reflective practice, this study identifies best practice, highlighting issues in relation to implementation with the intention of redesigning activities in the light of the findings. It utilises four case studies where audio feedback was provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various types of summative assessment. The intention was to identify how and in what context audio feedback via the VLE is effective and why. The research was undertaken via a combination of techniques, including a student survey and staff reflective logs. The findings indicate that students liked the convenience, effectiveness, flexibility and personalised nature of this feedback, but raised concerns with some aspects of the technology. This paper also makes practical recommendations for the use of the feedback mechanism, focusing on the most effective use of the digital medium, and highlights directions for future research. 相似文献
48.
49.
Perceptions of adolescent–parent and adolescent–peer relationship qualities, and adolescents’ attachment states of mind were examined as predictors of adult social and romantic relationship quality, depressive symptoms, and work performance. Adolescents (86 male, 98 female; 58% White, 29% African American, 8% mixed race/ethnicity, 5% other groups) were followed from age 13 to 24 via observational, self-, parent-, and close friend-reports. Adolescent close friendship quality was a significantly better predictor of adult peer and romantic outcomes, work performance, and depressive symptoms than parental reports of the parent–teen relationship; attachment security was also a strong predictor of numerous outcomes. Results are interpreted as reflecting the difficulty for parents judging parent–teen relationship quality and as reflecting the growing importance of close friendships during this period. 相似文献
50.
Children often say that strange and improbable events, like eating pickle-flavored ice cream, are impossible. Two experiments explored whether these beliefs are explained by limits in children's causal knowledge. Participants were 423 predominantly White Canadian 4- to 7-year-olds (44% female) tested in 2020–2021. Providing children with causal information about ordinary events did not lead them to affirm that improbable events are possible, and they more often affirmed improbable events after merely learning that a similar event had occurred. However, children were most likely to affirm events if they learned how similar events happened (OR = 2.16). The findings suggest that knowledge of causal circumstances may only impact children's beliefs about the possibility after they are able to draw connections between potential events and known events. 相似文献