全文获取类型
收费全文 | 613篇 |
免费 | 23篇 |
专业分类
教育 | 494篇 |
科学研究 | 5篇 |
各国文化 | 10篇 |
体育 | 36篇 |
综合类 | 1篇 |
文化理论 | 7篇 |
信息传播 | 83篇 |
出版年
2023年 | 3篇 |
2022年 | 13篇 |
2021年 | 17篇 |
2020年 | 24篇 |
2019年 | 35篇 |
2018年 | 38篇 |
2017年 | 37篇 |
2016年 | 32篇 |
2015年 | 22篇 |
2014年 | 39篇 |
2013年 | 118篇 |
2012年 | 26篇 |
2011年 | 22篇 |
2010年 | 20篇 |
2009年 | 23篇 |
2008年 | 20篇 |
2007年 | 15篇 |
2006年 | 9篇 |
2005年 | 8篇 |
2004年 | 8篇 |
2003年 | 12篇 |
2002年 | 6篇 |
2001年 | 15篇 |
2000年 | 7篇 |
1999年 | 3篇 |
1998年 | 6篇 |
1997年 | 5篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1992年 | 3篇 |
1991年 | 4篇 |
1990年 | 3篇 |
1989年 | 4篇 |
1988年 | 2篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 4篇 |
1978年 | 1篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 3篇 |
1972年 | 1篇 |
1970年 | 1篇 |
1937年 | 1篇 |
排序方式: 共有636条查询结果,搜索用时 29 毫秒
71.
Mechanisms accounting for the effects of mutually responsive orientation (MRO) at 7, 15, and 25 months in 102 mother-child and father-child dyads on child internalization and self-regulation at 52 months were examined. Two mediators at 38 months were tested: parental power assertion and child self-representation. For mother-child relationships, the causal pathway involving power assertion was supported for both outcomes. Diminished power assertion fully mediated beneficial effect of mother-child MRO on internalization and partially mediated its effect on self-regulation. For father-child relationships, MRO predicted self-regulation, but the mediational paths were unsupported. Paternal power assertion correlated negatively with both outcomes but was not a mediator. Although MRO with both parents correlated with child self-representation, and it correlated with self-regulation, this mediational path was unsupported. 相似文献
72.
Roger Bruning Kamau O. Siwatu Xiongyi Liu Lisa M. PytlikZillig Christy Horn Stephanie Sic Deborah Carlson 《Contemporary educational psychology》2008,33(2):299-326
Two studies were conducted in multisection introductory child and adolescent development classes to determine effects of introducing abbreviated teaching case studies that were then discussed either in face-to-face or online formats. Students receiving teaching case studies in either format in both classes showed improved ability to critically analyze probe and final cases compared to control participants. Both case study groups in the child development class also showed increased application of psychological concepts in analyzing new cases. No differences in course knowledge were expected as a function of condition and none were found. Hypothesized case-related increases in efficacy for teaching also were not observed. Results were interpreted as supporting a case analysis approach in educational psychology classes and use of online methods for presentation and discussion of abbreviated cases. 相似文献
73.
Amity Noltemeyer Claire Kunesh Erin Harper Darrel R. Davis 《Psychology in the schools》2021,58(1):89-106
Research in the United States suggests that teachers view Black students' misbehavior as more likely to reoccur, but such research has not disentangled the effect of race from related factors. We used conjoint analysis to experimentally test the effect of multiple student characteristics on the chances of being referred for a behavior intervention program. Although preservice teacher participants were not more likely to refer Black students, they were more likely to refer students who had lower grades, lived in poverty, lived with a single mother, and had been retained. We interpret these results and highlight directions for future research and practice. 相似文献
74.
75.
76.
77.
78.
C I Carlson 《Journal of learning disabilities》1987,20(5):306-311
79.
Katherine Carnazzo Erin Dowdy Michael J. Furlong Matthew P. Quirk 《Psychology in the schools》2019,56(3):433-446
Students with learning disabilities (LD) represent a vulnerable population and are at higher risk for social and emotional challenges compared to their peers without LD. A strengths‐based orientation is recommended to encourage building resilience factors to counteract the negative effects of LD over the lifespan. To identify areas of strength and areas for growth, measurement tools that are appropriate for the population of students with LD are needed. This study examined the psychometric properties of the Social Emotional Health Survey—Secondary for use with students with LD. Data from students in three secondary schools (n = 2,847) were used to confirm the factor structure, establish measurement invariance, and compare the social–emotional profiles of students with and without LD. The LD group was found to report lower overall social–emotional strengths than those of their non‐LD peers. Implications for practitioners and researchers are discussed. 相似文献
80.