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11.
Barbara Houbre Cyril Tarquinio Isabelle Thuillier Emmanuelle Hergott 《European Journal of Psychology of Education - EJPE》2006,21(2):183-208
Violence among students at school is an ever-growing problem. Bullying can be defined as all forms of repeated physical or
mental violence performed by an individual on another person who is not capable of defending him/herself (Roland & Idsoe,
2001). The three studies conducted here reveal some of the characteristics and implications of this type of aggression. Whether
the attacker (s) or the attacked, all protagonists in a bullying episode suffer the consequences of this behavior. Study 1
showed that students who were both victims and bullies had the lowest self-concepts in all areas studied. Victims exhibited
inferior self-concepts to bullies, who in turn obtained lower scores than students not involved in bullying at all. Study
2 showed, as expected, that the group of bully/victims reported more psychosomatic problems than all other groups. In addition,
there was a positive link between behavioral problems and the onset of psychosomatic disorders. Study 3, which was mainly
exploratory, looked at the traumatic impact of bullying and the emergence of addictive behavior. Children who had vivid memories
of being the victim of an aggressive act manifested a high level of post-traumatic stress, although no link was observed between
post-traumatic stress and the type of aggression (physical, verbal, or relational). A dependency relationship was found between
post-traumatic stress and substance use. The results of these studies suggest that the many complexities of the different
protagonists of bullying should be taken into account in view of developing servicing that is geared to each individual. 相似文献
12.
This article is designed to add to the literature dealing with the supervision of research degrees. It examines the discourse of supervision in the context of accredited research supervisor training at one British university. The data is based on naturalistic observation of course participants and in‐depth interviews with a range of stake‐holders. It explores the metaphors employed by supervisors to describe their roles within the research award process. This is the first stage of a larger project that is looking in more depth at supervisory discourse and using the analysis of that discourse as a heuristic device to encourage reflection in professional education. 相似文献
13.
Faced with demanding time constraints and the need to compete and communicate across a global market, firms have engaged in mergers and acquisitions (M&As) to accomplish various objectives, including, but not limited to, increasing growth potential and expanding product lines. Given the vital role of knowledge in the M&A context, the aim of this case study is to explore the literature in the area of M&As from a knowledge perspective and to investigate the knowledge variable in the local Hellenic Post-Merger Integration (PMI) of the Roche Consumer Health division acquired by Bayer, both leading multinational pharmaceutical companies. The study focuses on whether the stakeholders think that one specific factor, namely knowledge transfer, has helped them develop towards one high-performance body, and, if so, what were the most significant experiences leading to this development. We followed a number of employees from both. The results of the study provide a better understanding of the key drivers of the knowledge transfer in a PMI. The critical factors (macro and micro) encourage or discourage knowledge transfer in integrating organizations. The assessment took place approximately six months after the contractual completion of the acquisition and was based on the management and co-workers’ perception of how integration at the Greek Bayer company had progressed. The Orton case study was developed as a complement to the theoretical framework on intangible synergies in the M&A context. It provides a practical perspective regarding the complexities and peculiarities involved in each M&A operation by confronting the conceptual framework with field realities. 相似文献
14.
Isabelle Roskam Jean Christophe Meunier 《European Journal of Psychology of Education - EJPE》2009,24(1):33-47
How do parenting concepts vary within and between the families? The present study regards parenting as a complex family process by considering three concepts of parenting: styles, differential treatment and coparenting consistency. A main question was addressed: whether and how these parenting concepts vary within the families towards siblings or between the two parents, and between the families according to the child's, the parent's and the family's characteristics? The parenting concepts were computed from the EPEP questionnaire (Meunier &; Roskam, 2007) in a sample of 101 non-divorced families: 101 mothers and 101 fathers of two siblings from 6- to 12-years-old. The parenting concepts were found to vary within the families towards two siblings and between the mother and the father. They were also found to vary between the families according to the child's age and personality traits as well as a function of the parent's educational level and the number of siblings. 相似文献
15.
16.
Developmental intergroup theory would predict that children develop fewer or weaker stereotypes about toys that have less distinguishable gender attributes than those that are clearly associated with a gender. The purpose of this study was to investigate the role of neutral and ambiguous toys in 31 three‐ to five‐year‐old children’s play behaviour and understanding about gender. Overall, children did not categorise more perceptually salient (ambiguous) toys than less distinguishable (neutral) toys to their own gender. Colour was the most frequently used reason for the toys’ gender assignment. The findings also showed that with age, girls’ play complexity increased linearly, whereas boys’ scores did not. A play substitution scale measuring play creativity or maturity showed no gender differences. The discussion highlights the role of perceptual salience in sex‐dimorphic toy preferences and behaviour and their application to educational issues. 相似文献
17.
Christiane Vandenplas-Holper Isabelle Roskam Anne-Marie Fontaine 《European Journal of Psychology of Education - EJPE》2010,25(1):1-17
Using Harter’s (Child Dev 53(1):87–97, 1982) perceived competence scale, this study integrates several paradigms related to the issues of self-perceived competence,
stability or change and attributional theory. It examines how 268 Belgian and Portuguese fifth graders consider their scholastic,
social and physical competence at present and in a retrospective or prospective time perspective. The children were also asked
to rate the causes of their self-perceived competence-related stability or change. Nearly all of the children who saw change
indicated that they had changed/would change in a positive way. Children more often thought that they would change in the
future than that they had changed in the past. Children who saw change also made more internal attributions (effort and ability)
than children who saw only stability. Finally, the results varied consistently between the Belgian and the Portuguese samples,
indicating cross-cultural differences which are tentatively illuminated by macro-systemic considerations referring to educational
policy in the two countries. 相似文献
18.
Kerstin Duemmler Alexandra Felder Isabelle Caprani 《Journal of Vocational Education & Training》2018,70(2):278-296
This article investigates how Swiss retail apprentices construct their occupational identities under modern workplace affordances. The Swiss retail sector has become more competitive in recent decades; as a consequence, retail businesses look for skilled and responsible employees who are flexible in regard to work tasks and schedules. The article focuses on apprentices’ experiences and sense-making, and specifically examines how retail work conditions not only generate pressure and insecurity, but also offer possibilities for personal identification. Results are based on a qualitative study with retail apprentices involving interviews, focus groups, and observations in vocational education and training schools. Retail apprentices strongly identify with the skilled nature of retail work and even the demand for continuous skill development to ensure that they remain employable. However, they are more critical of the flexible way in which their work is organised and develop divided sense-makings around the demands for responsible autonomy. In short, retail work is perceived in ambivalent ways, oscillating between valorising some of the realities of retail work and suffering from others. The discussion points to the kinds of working and learning conditions within companies that hinder apprentices’ ability to cope with the demands of the modern retail workplace. 相似文献
19.
Abstract We followed up on recent findings demonstrating that enhancing performers' expectancies can improve their performance. Specifically, we examined whether providing experienced runners with positive feedback regarding their movement efficiency would increase running efficiency. Two groups of experienced runners ran on a treadmill at 75% of their maximum oxygen consumption ([Vdot]O2max) for 10 min. One group (enhanced expectancy) was provided with (fabricated) feedback about the efficiency of their running style every 2 min. A control group was not given feedback. Oxygen consumption decreased in the enhanced expectancy group across measurement times (every 2 min for 10 min), but remained the same in the control group. In addition, performance perceptions changed only in the enhanced expectancy group, indicating a perception of greater ease of running and reduced fatigue when assessed after compared with before running. Finally, positive affect increased from a pre- to a post-test in the enhanced expectancy group, in contrast to the control group. Our findings show that enhanced expectancies can have a positive effect on movement efficiency and running experience. They add to the accumulating evidence for the social-cognitive-affective-motor nature of motor performance. 相似文献
20.
Colin Conrad Qi Deng Isabelle Caron Oksana Shkurska Paulette Skerrett Binod Sundararajan 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(3):534-557
Practitioner notes
What is already known about this topic- University transitions to online learning during the Covid-19 pandemic were undertaken by faculty and students who had little online learning experience.
- The transition to online learning was often described as having a negative influence on students' learning experience and mental health.
- Varieties of cognitive load are known predictors of effective online learning experiences and satisfaction.
- Information overload and perceptions of technical abilities are demonstrated to predict students' difficulty and satisfaction with online learning.
- Students express negative attitudes towards factors that influence information overload, technical factors, and asynchronous course formats.
- Communication quantity was not found to be a significant factor in predicting either perceived difficulty or negative attitudes.
- We identify ways that educators in higher education can improve their online offerings and implementations during future disruptions.
- We offer insights into student experience concerning online learning environments during an abrupt transition.
- We identify design factors that contribute to effective online delivery, educators in higher education can improve students' learning experiences during difficult periods and abrupt transitions to online learning.