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1.
Given that physical activity (PA) tends to decrease with age during adolescence, addressing factors that affect change is important. This study examined the similarity and interdependence of PA as influenced by psychosocial factors among adolescent best friend dyads. A total of 660 adolescents, representing 330 best friend dyads, completed questionnaires with regard to PA, sitting time, perceived exercise benefits and barriers, physical self-perception and social support for PA. Dyads were also identified as reciprocal and non-reciprocal best friends; reciprocal means that both considered each other best friends and non-reciprocal were those in which only one considered the other a best friend. Data were analysed using a hierarchical linear model framework. Results indicated significant similarities between reciprocal best friend dyads for PA and sitting time, and for sitting time in non-reciprocal best friends (P values <.01). Psychosocial variables were associated with PA in reciprocal best friend dyads and with sitting time in reciprocal and non-reciprocal best friend dyads. Best friend gender, regular sports practice of the person, perceived exercise barriers of the best friend and best friend social support were the best predictors for PA. 相似文献
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The purpose of the present study was to compare well-peer mentored and non-peer mentored athletes’ perceptions of satisfaction. A total of 444 intercollegiate athletes (272 well-peer mentored and 172 non-peer mentored) from a variety of sport teams participated in the study. Athletes from both well-peer mentored and non-peer mentored groups reported their satisfaction levels using the Athlete Satisfaction Questionnaire. The results of a MANOVA and follow-up post hoc ANOVAs showed that well-peer mentored athletes were significantly more satisfied than their non-peer mentored counterparts in terms of individual performance, personal dedication, team task contribution, team social contribution, team integration, ethics, ability utilisation and training and instruction. Overall, the findings suggest that athletes who are well-peer mentored by a teammate perceive higher satisfaction levels with various aspects of their athletic experience than athletes who are not peer mentored by a teammate. Given these positive findings, practitioners (i.e., coaches, sport psychology consultants) should inform athletes on the benefits of peer-to-peer mentoring. The practical implications of the results and strategies to promote peer athlete mentoring relationships in sport are highlighted. 相似文献
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Joseph Sanacore 《Clearing house (Menasha, Wis.)》2017,90(4):152-158
Barack Obama's My Brother's Keeper is designed to narrow persistent gaps that boys and young men of color confront often and to help all young people achieve their potential in college and career. An important part of this initiative is comprehensive mentoring that supports students in schools and in communities. Because ethnic-minority students have extremely low graduation rates in high school and college, an essential question is addressed: Can My Brother's Keeper and similar initiatives with a mentoring component be effective in helping minority students to achieve success in elementary and secondary schools and in college? 相似文献
5.
Robert W. Bell 《PRIMUS》2017,27(3):406-417
AbstractMentoring undergraduate students in research is both rewarding and challenging. In this paper we present how we established a summer Research Experience for Undergraduates (REU) program in the mathematical sciences at Michigan State University. A goal of our REU is to include students who are at an early stage of their study of mathematics. We share our experiences in recruiting students, designing research projects, and mentoring our participants. We discuss the challenges we faced and the solutions we found while working with a diverse group of undergraduate students from across the nation. 相似文献
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Sharon K. Gibson 《Innovative Higher Education》2006,31(1):63-79
This article reports on a key finding of a phenomenological study on the mentoring experiences of women faculty. The study revealed the political climate of the organization as an essential attribute of this experience. Women faculty identified organizational culture and gender issues that affected the mentoring they received. This study suggests the need for human resource and organization development initiatives to facilitate the provision of academic mentoring for women faculty—individually, departmentally, and culturally—as a means to foster transformation and change in academic institutions.Sharon K. Gibson is an Assistant Professor of organization learning and development at the University of St. Thomas. She received her Ph.D. in adult education from the University of Minnesota. She holds an M.S.W. degree and graduate certificate in labor and industrial relations from the University of Michigan and a B.S. from Cornell University. Her research interests focus on developmental relationships including mentoring and coaching, strategic human resource and organization development, and adult learning. 相似文献
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L. DiAnne Borders Laura M. Gonzalez Lindsey K. Umstead Kelly L. Wester 《Counselor Education & Supervision》2019,58(4):293-308
Eighteen new counselor educators shared in‐depth reports of their efforts to establish an early record of scholarly productivity, critical to their success in academe. Analyses of their experiences using consensual qualitative research methods revealed components of both highly positive and highly discouraging program environments and their impact on participants’ research goals. 相似文献
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生性玩劣而又神通广大的孙悟空为何会被手无缚鸡之力的唐僧所收服?这不仅是得益于外界神仙的帮助,更是体现了中国传统道家文化中“以柔克刚”的精神。在这个取经团队中,“山”的顽强,“水”的柔韧更实现了一种相互制约和补充的关系。 相似文献
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Roland Garrett 《College Teaching》2013,61(4):139-141
Abstract A comprehensive model of the dynamics of one-on-one teaching is described. Adoption of specific teaching styles is influenced by the learning styles of students; the interest in faculty to build interpersonal relationships with learners; teacher need to control the task; the capability of students; and situational constraints. In clinical settings, thesis work, and other areas, faculty preferred the use of Personal Model, Facilitator, and Delegator teaching styles. Relative to classroom teaching, these styles were used more frequently and the Expert and Formal Authority Styles were less prominent. This is consistent with the goals of one-on-one teaching to develop the ability of learners to work independently. 相似文献