全文获取类型
收费全文 | 369篇 |
免费 | 7篇 |
国内免费 | 1篇 |
专业分类
教育 | 299篇 |
科学研究 | 20篇 |
各国文化 | 10篇 |
体育 | 13篇 |
文化理论 | 4篇 |
信息传播 | 31篇 |
出版年
2021年 | 5篇 |
2020年 | 12篇 |
2019年 | 11篇 |
2018年 | 18篇 |
2017年 | 29篇 |
2016年 | 12篇 |
2015年 | 12篇 |
2014年 | 13篇 |
2013年 | 63篇 |
2012年 | 11篇 |
2011年 | 11篇 |
2010年 | 11篇 |
2009年 | 8篇 |
2008年 | 3篇 |
2007年 | 9篇 |
2006年 | 9篇 |
2005年 | 6篇 |
2004年 | 3篇 |
2003年 | 4篇 |
2002年 | 9篇 |
2001年 | 6篇 |
2000年 | 2篇 |
1999年 | 4篇 |
1996年 | 8篇 |
1994年 | 5篇 |
1993年 | 7篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1990年 | 3篇 |
1989年 | 6篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1983年 | 2篇 |
1982年 | 4篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1974年 | 3篇 |
1973年 | 2篇 |
1972年 | 3篇 |
1971年 | 4篇 |
1965年 | 1篇 |
1958年 | 1篇 |
1927年 | 2篇 |
1925年 | 1篇 |
1921年 | 3篇 |
1920年 | 2篇 |
排序方式: 共有377条查询结果,搜索用时 531 毫秒
11.
12.
Black and white male schoolchildren covertly evaluated their own performance at a verbal task administered by black and white male experimenters. It was hypothesized that academically successful children would be predisposed to appraise themselves favorably, whereas relatively unsuccessful pupils would be biased toward self-criticism. The covert self-evaluations were assumed to represent at internalization of early experiences of predominantly positive or negative social reinforcement from adult socializing agents. The predicition for self-criticism was upheld in the white experimenter condition but not in the black experimenter condition. Relationships consistent with the theory were found between subjects' self-appraisals and their retrospective reports of positive and negative reinforcements received from parents and teachers in various typical situations. These relationships were more evident for black subjects than for white subjects. The extent to which children's self-praise and self-criticism mediated affect was assessed by means of a color conditioning technique. Contrary to predicition, possibly due to the easy nature of the experimental task. 相似文献
13.
Walter Hahn Helmut Skowronek H. J. Butcher Hans-Martin Müller-Wolf J. C. Cairns Michael Angermaier Maureen Woodhall Ha Wun Sung Oskar Anweiler John A. Smyth Gilbert de Landsheere Gaby Venstermans Erika Voigt Anza Amen Lema David Wolsk Robert O. Berdahl 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(1):83-107
14.
15.
16.
17.
Bioecological systems theory provides a framework to understand how factors in the child's environment contribute to parent-child differences in estimations of how often children are helped by their Internet use. A national sample survey of 456 matched parent-child pairs investigated how parents-child relational factors, parental attitudes toward the Internet, and the bio-ecology of the child, are related to differing perceptions of the frequency of using the Internet to seek help with homework assignments, to aid in identity development, and to find health information. While previous research shows that parents underestimate risky online behaviors, we investigate whether parent-child differences will emerge in regards to how often the child engages in the behaviors under investigation here. The findings show that parents overestimate these online activities, suggesting they are biased in their estimations. Parent-child relational factors emerged as predictors of parental overestimation for each of these online activities, with trust perceptions as the most consistent predictor. Parental attitudes toward the Internet predicted parent-child differences in perceptions of how frequently the child used the Internet for help with homework and identity development, while the bioecology of the child was only predictive in the case of using the Internet for help with homework. 相似文献
18.
Contributing to the literature on affective processing and attitude formation, this study investigates the effects of a discrete emotion (disgust) and an emotional disposition (need for affect [NFA]) on support for regulation in the context of microbiome research. Data from a web-based experiment (N = 1,005) showed that experienced disgust mediated the effect of disgust-eliciting information on support for regulation. This mediated relationship was moderated by NFA. More specifically, NFA moderated the path between experienced disgust and regulatory attitudes but not that between message exposure and experienced disgust. The two dimensions of NFA played different moderating roles: Emotional approach amplified the relationship between disgust and the attitudinal outcome, whereas emotional avoidance attenuated it. The study furthers understanding about how NFA influences emotional processing and contributes to research on disgust as a relatively understudied discrete emotion. 相似文献
19.
Reducing Risk for Substance Use by Economically Disadvantaged Young Men: Positive Family Environments and Pathways to Educational Attainment
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)
Monica J. Martin Rand D. Conger Stephanie L. Sitnick April S. Masarik Erika E. Forbes Daniel S. Shaw 《Child development》2015,86(6):1719-1737
Using prospective, longitudinal data spanning 10 years (age = 10–20) from a study of 295 economically disadvantaged males, the current investigation evaluated a developmental model that links early family environment and later educational aspirations, extracurricular activities, and educational attainment to substance use in early adulthood. The results indicate that a positive family environment during adolescence (low family conflict, high family warmth, and effective child management) predicted educational involvements during adolescence that promoted educational attainment during early adulthood. Finally, higher levels of educational attainment were associated with less substance use in early adulthood, even after controlling for adolescent substance use. These findings suggest that positive parenting promotes educational achievements that increase resilience to substance use for economically disadvantaged males. 相似文献
20.
Sukkyung You Michael Furlong Erika Felix Meagan O'Malley 《Psychology in the schools》2015,52(4):349-362
Social‐emotional health influences youth developmental trajectories and there is growing interest among educators to measure the social‐emotional health of the students they serve. This study replicated the psychometric characteristics of the Social Emotional Health Survey (SEHS) with a diverse sample of high school students (Grades 9–12; N = 14,171), and determined whether the factor structure was invariant across sociocultural and gender groups. A confirmatory factor analysis (CFA) tested the fit of the previously known factor structure, and then structural equation modeling was used to test invariance across sociocultural and gender groups through multigroup CFAs. Results supported the SEHS measurement model, with full invariance of the SEHS higher‐order structure for all five sociocultural groups. There were no moderate effect size or higher group differences on the overall index for sociocultural or gender groups, which lends support to the eventual development of common norms and universal interpretation guidelines. 相似文献