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971.
Kim A. Weikel Renee Mowery Avara Chad A. Hanson Hope Kater 《Journal of College Counseling》2010,13(2):100-110
Overt narcissism correlated negatively with emotional distress and interpersonal difficulties among female, but not male, students. After controlling for self‐esteem, overt narcissism correlated positively with depression among female students and with emotional distress and interpersonal difficulties among male students. Covert narcissism correlated positively with emotional distress and interpersonal and academic difficulties among both male and female students. Associations between covert narcissism and emotional distress and interpersonal difficulties remained after controlling for self‐esteem. 相似文献
972.
The primary purpose of this study is to investigate the mathematical characteristics of the test reliability coefficient ρ
XX′ as a function of item response theory (IRT) parameters and present the lower and upper bounds of the coefficient. Another
purpose is to examine relative performances of the IRT reliability statistics and two classical test theory (CTT) reliability
statistics (Cronbach’s alpha and Feldt–Gilmer congeneric coefficients) under various testing conditions that result from manipulating
large-scale real data. For the first purpose, two alternative ways of exactly quantifying ρ
XX′ are compared in terms of computational efficiency and statistical usefulness. In addition, the lower and upper bounds for
ρ
XX′ are presented in line with the assumptions of essential tau-equivalence and congeneric similarity, respectively. Empirical
studies conducted for the second purpose showed across all testing conditions that (1) the IRT reliability coefficient was
higher than the CTT reliability statistics; (2) the IRT reliability coefficient was closer to the Feldt–Gilmer coefficient
than to the Cronbach’s alpha coefficient; and (3) the alpha coefficient was close to the lower bound of IRT reliability. Some
advantages of the IRT approach to estimating test-score reliability over the CTT approaches are discussed in the end. 相似文献
973.
Tae-Young Kim 《Asia Pacific Education Review》2010,11(2):211-222
This paper investigates Korean high school students’ English learning motivation and attitudes. In this regard, the results
of a 2002 study were compared with those of a 2006 study. Questionnaire data were obtained from a total of 1,037 high school
students in a major city in South Korea, and the data were compared with those on the students’ English proficiency. Statistical
analyses verified two distinctive Korean-specific constructs: competitive motivation and attitudes toward Americans among the participants. The results suggest that negative washback effects of the College Scholastic Ability Test in Korea
and influences of peer group cohesion, mass media, and the Information Technology (IT) infrastructure play a crucial role
in EFL motivation and attitudes among Korean high school students. 相似文献
974.
Five methods for equating in a random groups design were investigated in a series of resampling studies with samples of 400, 200, 100, and 50 test takers. Six operational test forms, each taken by 9,000 or more test takers, were used as item pools to construct pairs of forms to be equated. The criterion equating was the direct equipercentile equating in the group of all test takers. Equating accuracy was indicated by the root-mean-squared deviation, over 1,000 replications, of the sample equatings from the criterion equating. The methods investigated were equipercentile equating of smoothed distributions, linear equating, mean equating, symmetric circle-arc equating, and simplified circle-arc equating. The circle-arc methods produced the most accurate results for all sample sizes investigated, particularly in the upper half of the score distribution. The difference in equating accuracy between the two circle-arc methods was negligible. 相似文献
975.
Terri Kim 《Discourse: Studies in the Cultural Politics of Education》2010,31(5):577-591
This article begins with the contemporary context of transnational academic mobility, and sketches a typology of mobile academics according to their self-identification. UK examples are offered as the main case study here. The article will then explore the relations of mobile academics and their embodied and encultured knowledge. It employs a concept of ‘transnational identity capital’ to discuss the position of transnational mobile academic intellectuals as a ‘stranger’ as inspired by Simmel's sociology of space. 相似文献
976.
This study (1) explores the effectiveness of the contextualized history of science on student learning of nature of science
(NOS) and genetics content knowledge (GCK), especially interrelationships among various genetics concepts, in high school
biology classrooms; (2) provides an exemplar for teachers on how to utilize history of science in genetics instruction; and
(3) suggests a modified concept mapping assessment tool for both NOS and GCK. A quasi-experimental control group research
design was utilized with pretests, posttests, and delayed posttests, combining qualitative data and quantitative data. The
experimental group was taught with historical curricular lessons, while the control group was taught with non-historical curricular
lessons. The results indicated that students in the experimental group developed better understanding in targeted aspects
of NOS immediately after the intervention and retained their learning 2 months after the intervention. Both groups developed
similar genetics knowledge in the posttest, and revealed a slight decay in their understanding in the delayed posttest. 相似文献
977.
The purpose of this study was to investigate the influence of orientation programs on student academic and social learning.
Moving beyond previous studies, we examined how participation in orientation programming affected student learning and how
the impact of these programs on learning varied by organizational characteristics (i.e., institutional control, size of undergraduate
enrollment, sponsoring division, and whether the institution has an office designated for managing orientation programs),
student entry characteristics (i.e., gender, race, transfer status), and student experiences (i.e., perceived quality of orientation
program in helping student transition and in meeting students’ expectations, positive experiences with orientation staff,
and perceptions of orientation programs and their efficacy in helping students navigate resources and in providing useful
campus-based information). Hierarchical linear analysis was used to analyze these cross-level effects. Results demonstrated
that having a designated office for orientation programs on campus was important for narrowing the academic learning gap between
new-first year and transfer students. Implications for researchers and practitioners were discussed. 相似文献
978.
979.
980.