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21.
We investigate the relationship between Need for Cognition (NFC), attitude towards and self-reported application of different desirable difficulties in self-regulated learning. Students with a higher NFC should be more appreciative and prone to use desirable difficulties because of a match between the learner’s attributes and the learning task requirements: cognitively effortful learning conditions will be preferred by students with a higher propensity for cognitive challenges. Supporting our hypotheses, we show that indeed a higher NFC positively relates to attitudes and use of different desirable difficulties (Study 1–2), especially to self-generating of materials and predictions, but weaker and inconsistently to interleaving/spacing and self-testing/practicing. While self-generating of contents and predictions loaded on one factor, and interleaving/spacing together with self-testing/practicing loaded on another factor, this two-factor structure was reliably obtained for self-reported use, yet for attitudes a one-factor structure did fit. Most importantly though, the observed relationship between NFC and different desirable difficulties could neither be explained by high school graduation grade, indicating academic competence (Study 1), nor by academic self-concept as one’s perception of one’s academic abilities (Study 2). Results are discussed within an information-processing framework related to implications for desirable difficulties as learning strategies. 相似文献
22.
Stanislaw Schukajlow Dominik Leiss Reinhard Pekrun Werner Blum Marcel Müller Rudolf Messner 《Educational Studies in Mathematics》2012,79(2):215-237
In this study which was part of the DISUM-project, 224 ninth graders from 14 German classes from middle track schools (Realschule)
were asked about their enjoyment, interest, value and self-efficacy expectations concerning three types of mathematical problems:
intra-mathematical problems, word problems and modelling problems. Enjoyment, interest, value and self-efficacy were assessed
before and after a ten-lesson teaching unit promoting modelling competency related to the topics “Pythagoras’ theorem” and
“linear functions”. The study aimed to answer the following research questions: (1) Do students’ enjoyment, value, interest
and self-efficacy expectations differ depending on the type of task? (2) Does the treatment of modelling problems in classroom
instruction influence these variables? (3) Are there any differential effects for different ways of teaching modelling problems,
including a “directive”, teacher-centred instruction and an “operative-strategic”, more student-centred instruction emphasising
group work and strategic scaffolding by the teacher? The findings show that there were no differences in students’ enjoyment,
interest, value and self-efficacy between the three types of tasks. However, teaching oriented towards modelling problems
had positive effects on some of the student variables, with the student-centred teaching method producing the most beneficial
effects. 相似文献
23.
Kou Murayama Reinhard Pekrun Stephanie Lichtenfeld Rudolf vom Hofe 《Child development》2013,84(4):1475-1490
This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long‐term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10; Mage = 11.7 years at baseline; N = 3,530), latent growth curve modeling was employed to analyze growth in achievement. Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth. These findings highlight the importance of motivation and learning strategies in facilitating adolescents' development of mathematical competencies. 相似文献
24.
Camacho-Morles Jesús Slemp Gavin R. Pekrun Reinhard Loderer Kristina Hou Hanchao Oades Lindsay G. 《Educational Psychology Review》2021,33(3):1051-1095
Educational Psychology Review - Achievement emotions are emotions linked to academic, work, or sports achievement activities (activity emotions) and their success and failure outcomes (outcome... 相似文献
25.
Achievement emotions are critical because of their impact on success and failure in important domains such as learning. These emotions may be modified via emotion regulation (ER). The dominant process model of ER (PMER) proposed by J. Gross, however, provides a domain-general account of ER strategies and has not had substantial contact with theories of achievement emotions such as R. Pekrun’s control-value theory (CVT) and the academic achievement literature. Moreover, ER has not been a focal point of major theories related to achievement emotions, such as CVT. We propose an integrated model of ER in achievement situations (ERAS) that integrates propositions about the generation of emotions from CVT with propositions about how emotions are regulated and types of ER strategies from PMER. The ERAS model also offers new propositions regarding how different achievement situations, object foci, and time frames, as well as discrete emotions with different appraisal patterns, impact ER strategies. 相似文献
26.
INTRODUCTIONRibozymewasfirstdescribedbyCechandAltmanin 1 981 .ThisformofRNAhadhighlyspecificendonucleaseactivitiestoRNA (Krugeretal.,1 982 ) .Ribozymeshavethreestructures:hammerhead ,hairpinandaxeribozymes.Amongthem ,thehammerheadribozymehasasimplersecondarystruc… 相似文献
27.
Marsh Herbert W. Xu Kate M Parker Philip D Hau Kit-Tai Pekrun Reinhard Elliot Andrew Guo Jiesi Dicke Theresa Basarkod Geetanjali 《Educational Psychology Review》2021,33(4):1353-1378
Educational Psychology Review - The big-fish-little-pond effect (BFLPE), the negative effect of school-/class-average achievement on academic self-concept, is one of educational psychology’s... 相似文献
28.
Pieter Debognies Hebe Schaillée Reinhard Haudenhuyse Marc Theeboom 《Sport in Society》2019,22(6):897-918
AbstractParticipant–practitioner relationships in community ‘sport-for-development’ practices are seen as central in working towards broader developmental outcomes. Using Noddings’ Ethics of Care as an analytical framework, we investigated relational strategies of practitioners in three community sport practices (Belgium) to understand the personal developmental potential of these relationships. Based on the data (participatory observations, interviews, focus groups), we identified the following themes that are viewed as fundamental in building relationships that hold the potential to instigate personal development for young people in disadvantaged situations: (a) time demanding interactions, (b) authenticity of practitioners, (c) equalizing expertise, (d) non-judgmental approach, (e) practitioners’ cultural capital, (f) co-organizing activities, (g) a ‘thousand chances’ philosophy, and (h) providing individual support. The identified themes can be used to develop youth-centred and qualitative evaluation methodologies that are more congruent with the daily work of community sport workers and, by doing so, go beyond a narrow quantitative ‘outcome-fixated’ evaluation dogma. 相似文献
29.
30.
Patent indicators for the technology life cycle development 总被引:5,自引:0,他引:5
Reinhard Haupt 《Research Policy》2007,36(3):387-398
Investments in a technology have to consider its current life cycle stage. The widespread approach of studying technology life cycles by measuring patent activity indices, especially patent applications, raises a practical problem: it requires the survey of all applications and applicants on a technological field. On the basis of an empirical study on pacemaker technology the paper identifies several patent indices as appropriate life cycle stage indicators which do not require the survey of the complete patent activity. 相似文献