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61.
The present study examined whether there are ethnic differences in perceptions of campus climate, social support, and academic
efficacy among community college students, and whether student perceptions were associated with academic success. A total
of 475 community college students completed a questionnaire that measured students’ perceptions of cultural congruity, college
environment, mentoring, peer social life and academic self efficacy. Ethnic differences were observed, as African American
and Caucasian students reported higher levels of cultural congruity than Asian students and higher academic self efficacy
than Asian and Latino students. There were also ethnic differences in the relationship between the students’ perceptions and
GPA. Cultural congruity and efficacy correlated with GPA among Latino students, academic efficacy correlated with GPA among
Asian students, peer social support and college environment correlated with GPA among Caucasians, however, none of the perceptions
scales correlated with GPA among African American students. The lack of relationship between academic efficacy and GPA among
African American and Caucasians students is discussed. 相似文献
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Desai AV Wilsmore B Bartlett DJ Unger G Constable B Joffe D Grunstein RR 《Behavior research methods》2007,39(3):673-681
Several driving simulators have been developed which range in complexity from PC based driving tasks to advanced "real world" simulators. The AusEd driving simulator is a PC based task, which was designed to be conducive to and test for driver fatigue. This paper describes the AusEd driving simulator in detail, including the technical requirements, hardware, screen and file outputs, and analysis software. Some aspects of the test are standardized, while others can be modified to suit the experimental situation. The AusEd driving simulator is sensitive to performance decrement from driver fatigue in the laboratory setting, potentially making it useful as a laboratory or office based test for driver fatigue risk management. However, more research is still needed to correlate laboratory based simulator performance with real world driving performance and outcomes. 相似文献
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Empowerment praxis in community coalitions 总被引:1,自引:0,他引:1
Brad McMillan Paul Florin John Stevenson Ben Kerman Roger E. Mitchell 《American journal of community psychology》1995,23(5):699-727
Community coalitions address a wide variety of community problems, espousing a community development processes that promotes individual and collective self-determination. They offer a promising venue for the study of empowerment of individuals and organizations. This study utilizes data from members of 35 community coalitions organized for the prevention of alcohol and other drug problems to address the following questions: What individual characteristics are related to the psychological empowerment of coalition members? What organizational characteristics are related to the collective empowering of members? What organization characteristics are related to a coalition being organizationally empowered to succeed in achieving its objectives? At the individual level, psychological empowerment was most strongly related to individuals' participation levels, sense of community, and perceptions of a positive organizational climate. At the group level, the strongest predictors of collective empowering (our operationalization of the empowering organization) were net benefits of participation, commitment, and positive organization climate. Psychological empowerment and positive organizational climate were the two predictors of organizational effectiveness (the empowered organization). Implications and limitations of these findings are discussed. 相似文献
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Roderick D. O’Handley Brad A. Dufrene Heather Whipple 《Journal of Behavioral Education》2018,27(3):324-342
The school-based consultation literature includes a variety of empirically supported procedures for increasing teachers’ implementation of classroom management strategies. However, teachers may respond differently to empirically supported consultation procedures. This study used a multiple baseline design across three elementary teachers to test the effects of a tactile prompting and weekly performance feedback consultation procedure for increasing teachers’ behavior-specific praise. Additionally, this study included data for teachers’ rate of reprimands and their classrooms’ appropriately engaged behavior and disruptive behavior. Results indicated that tactile prompting and weekly performance feedback increased behavior-specific praise for all three teachers. However, a functional relation between tactile prompting and weekly performance feedback and changes in teachers’ reprimands and their classrooms’ appropriately engaged and disruptive behavior was not established. Implications for applied practice, and limitations and directions for future research are discussed. 相似文献