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Peter J. Brady Cyril I. Figuerres Donald W. Felker Wayne M. Garrison 《Psychology in the schools》1978,15(3):434-438
Nineteen elementary teachers were observed for the frequency with which they modeled self-praise for their students and taught their students to praise and evaluate themselves. Measures of student self-concept, anxiety, and achievement responsibility were taken at the end of the year. It was found that teacher modeling of self-praise correlated negatively with boys' selfconcept and positively with girls'. Teacher encouragement of students to praise other students correlated positively with boys' anxiety and negatively with girls'. Teacher modeling of self-praise and teacher encouragement of students to praise other students were the best predictors of self-concept. 相似文献
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Cyril Schmit Jeanick Brisswalter 《International review of sport and exercise psychology》2020,13(1):21-39
ABSTRACT Despite emotional, technical and endurance implications for athletes’ performance, a consensus has yet to be reached to explain the impairment of executive functioning during exercise. In particular, recent research challenges the original assumption of a linear dose–response effect of exercise intensity on cerebral physiology and executive functioning. We propose a fatigue-based neurocognitive perspective of executive functioning during prolonged exercise, suggesting that top-down (cognitive and physical efforts) and bottom-up processes (body sensations) act in parallel of arousing mechanisms to determine cognitive outcomes. In this perspective, executive functioning during prolonged exercise would be dynamical rather than steady (i.e. positively then negatively impacted by exercise) and would be to analyse in regards of exercise termination rather than of exercise intensity. 相似文献
5.
Cyril Levitt 《Higher Education》1979,8(6):641-655
The New Left of the sixties has been eulogized in the mass media in recent years. Former activists have entered specific employment areas associated with the public sector, although many have retained a political commitment consonant with their previous activities and beliefs. Using interview data gathered in Canada, the Federal Republic of Germany and the United States in 1977 and 1978, the author analyzes the nature and trajectory of the New Left. He finds that the ambivalent character of the movement was an expression of the relations of a specific generation of learners to the deterioration of the condition of intellectual labor in society.The author wishes to thank the Canada Council and the Social Sciences and Humanities Research Council for generously supporting the research. 相似文献
6.
This study based directly on Markus’s (1977) paradigm demonstrates the greater prevalence of an academic success self-schema
in high academic achievers and of an academic failure self-schema in low academic achievers. The results also suggest that
this achievementbased schema is modulated by clearsightedness (Py & Somat, 1991) in both good and poor students. Because more
clearsighted individuals are probably better able to assess the arbitrariness of the reinforcement systems applied to their
performance, they do not build the same schemata as less clearsighted individuals do. 相似文献
7.
This paper considers the effect of the introduction of market forces into teacher education both in terms of the loss of autonomy on the part of the providers, the teacher educators, and in terms of the growth of ownership by the consumers, the student teachers, of their learning. Specifically it identifies the paradigms of teacher education which are absent from the Council for the Accreditation of Teacher Education (CATE) criteria, such as enquiry‐oriented teacher education, but which are important for promoting professional self‐awareness amongst teachers. This paper describes and evaluates an exercise undertaken by student teachers on a postgraduate certificate in education (PGCE) course which both promotes self‐reflection and meets some of the criteria set by CATE. It concludes that it is possible to promote self‐reflective teaching within the confines of the CATE criteria so long as certain procedures are followed. 相似文献
8.
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
9.
Tomáš Sýkora Tereza Stárková Cyril Brom 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):42-56
Little is known about the instructional effects of narrative framing elements in child learning games. In this study, second and third graders (Mage = 8.24) played one of two versions of a successful, commercial mathematical learning game at home for 2 weeks (N = 95; between-subject design). The versions differed in the presence/absence of a background story conveyed through comic cutscenes at the beginning and the end of the game. Results showed that children played the game intensively in both conditions: despite not being forced to do so. Plus, they also learned from the game. As expected, children assigned to the cutscenes condition interfaced with the cutscenes. However, no between-group difference was detected in pre-post learning gains, parent-reported engagement, self-reported enjoyment, time spent with the game and the number of solved in-game tasks (all |ds| < 0.29). Altogether, no advantage or disadvantage from the narrative comic cutscenes was revealed. 相似文献
10.
The paper provides quantitative estimates of the degree of substitutability between men and women faculty in higher education and examines the extent to which price (salary) differentials have played a role in altering the sex distribution in academe. Our results suggest uniformly low own-price elasticities with cross elasticities which differ by academic rank and sex. Further analysis is made of whether institutions of higher education have increased the proportion of females at the upper ranks due to salary factors. Our conclusion is that nonsalary factors appear to have been responsible for the changing sex distribution in academe. 相似文献