全文获取类型
收费全文 | 163篇 |
免费 | 25篇 |
国内免费 | 19篇 |
出版年
2023年 | 5篇 |
2021年 | 1篇 |
2020年 | 8篇 |
2019年 | 6篇 |
2018年 | 7篇 |
2017年 | 7篇 |
2016年 | 16篇 |
2015年 | 5篇 |
2014年 | 7篇 |
2013年 | 29篇 |
2012年 | 7篇 |
2011年 | 8篇 |
2010年 | 8篇 |
2009年 | 10篇 |
2008年 | 12篇 |
2007年 | 14篇 |
2006年 | 10篇 |
2005年 | 10篇 |
2004年 | 8篇 |
2003年 | 3篇 |
2002年 | 5篇 |
2001年 | 5篇 |
2000年 | 3篇 |
1999年 | 1篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1993年 | 1篇 |
1991年 | 1篇 |
1985年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1979年 | 3篇 |
1978年 | 1篇 |
排序方式: 共有207条查询结果,搜索用时 15 毫秒
51.
Children must possess some ability to process input in a meaningful manner to acquire language. The present study reports on data from an experiment investigating 3- to 5-year-old English-speaking children's understanding of restrictive relative clauses manipulated for embeddedness and focus. The results of the study showed that English-speaking children acquire right-branching before center-embedded structures. Comparisons made with data from Portuguese-speaking children suggest general-cognitive and language-specific constraints on development, and with respect to English, a clause expansion approach to processing in development. 相似文献
52.
53.
54.
Frances Hoferichter Diana Raufelder Tobias Ringeisen Sonja Rohrmann William M. Bukowski 《The Journal of psychology》2016,150(4):450-468
The current study concerns the validation of an English version of the German Test Anxiety Inventory, namely the PAF-E. This questionnaire is a multi-faceted measure of test anxiety designed to detect normative test anxiety levels and in consequence meet the need of consultancy. Construct and criterion validity of (PAF-E) were examined with a sample of 96 secondary students (Mage = 12.8, SD = 0.67; 55% girls) from an international school in Berlin (Germany) and 399 secondary students (Mage = 13.4, SD = 0.80; 56% girls) from Montréal (Canada). Both samples completed the PAF-E and related constructs, such as school-related self-efficacy, inhibitory test anxiety, achievement motivation, and the Big Five. Exploratory and confirmatory factor analyses confirmed the four-factor-structure (worry, emotionality, interfering thoughts, lack of confidence) of the original German Test Anxiety Inventory (PAF). Each subscale consists of five items with a total of 20 questions. Cronbach's alpha, ranging from.71 to.82 among Germans and.77 to.87 among Canadians as well as the re-test reliability (from.80 to.85 among Canadians) were sufficient. The differential patterns of correlations between other constructs and the indices of test anxiety indicate good construct validity. 相似文献
55.
Implications of Teacher Life–Work Histories for Conceptualisations of ‘Care’: Narratives from Rural Zimbabwe
下载免费PDF全文
![点击此处可从《Journal of community & applied social psychology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Clare Coultas Elena Broaddus Catherine Campbell Louise Andersen Alice Mutsikiwa Claud Madanhire Connie Nyamukapa Simon Gregson 《Journal of community & applied social psychology》2016,26(4):323-339
Schools are increasingly seen as key sites for support to HIV‐affected and other vulnerable children, and teachers are assigned the critical role of identifying and providing psychosocial support. Drawing on the life–work history narratives of 12 teachers in Zimbabwe, this paper explores the psychosocial processes underpinning teachers' conceptualisations of these caring roles. The influence of prolonged adversity, formative relationships, and broader patterns of social and institutional change in teacher identity formation processes speak to the complex and embodied nature of understandings of ‘care’. In such extreme settings teachers prioritise the material and disciplinary aspects of ‘care’ that they see as essential for supporting children to overcome hardship. This focus not only means that emotional support as envisaged in international policy is commonly overlooked, but also exposes a wider ideological clash about childrearing. This tension together with an overall ambivalence surrounding teacher identities puts further strain on teacher–student relationships. We propose the current trainings on providing emotional support are insufficient and that more active focus needs to be directed at support to teachers in relation with their students. © 2015 The Authors. Journal of Community & Applied Social Psychology published by John Wiley & Sons Ltd. 相似文献
56.
Lucie Grimova 《Journal of Psychology in Africa》2016,26(4):343-350
The aim of the study was to explore and describe secondary school learners’ perceptions and experiences of respect in educator-learner relationships within a high-risk South African neighbourhood context. A qualitative research design was used in this study. The 15 participants were high school learners (females = 33%, age range 17 to 21 years). Data on how learners perceive and experience respect in educator-learner relationships were gathered utilising written assignments, and through the application of the World Café technique. Thematic analysis was used to identify relevant relationship themes for learners: mutuality, various behavioural practices and emotional attitudes. All school communities should promote relational well-being practices amongst educators and learners. 相似文献
57.
Emrah Cinkara 《Reflective Practice》2016,17(6):694-707
Reflective practices have been shown to improve the effectiveness of learning and teaching processes. In this study, video-stimulated recall technique was employed as a method of motivating language learners to reflect on their oral production tasks. In this experimental study, the Foreign Language Classroom Anxiety Scale (FLCAS) was administered to control and treatment groups before and after an eight-week module during which video-stimulated recall interviews were conducted with students in the treatment group. Statistical analyses revealed that pre- and post-test FLCAS scores differed within the treatment group but not within the control group. The results also suggested that stimulated recall is an effective reflective tool which assists students in noticing and reflecting upon the symptoms and causes of anxiety in the classroom. 相似文献
58.
Iman Tohidian 《Reflective Practice》2016,17(6):739-751
The concepts of student-centered classrooms, empowering students with communicative competences to be able to voice their ideas in the surrounding community, powerless and marginalized strata, are conspicuous and prevalent in recent research articles. Teachers are well-acquainted with pertinent underpinnings and theories of teaching methodologies; and some research is also conducted to see how those learned theories in pre-service and in-service programs are implemented in their real-life classrooms. But, the teachers’ reflection on implementation of their teaching practices in classrooms is still a venue which needs further investigation within an international scope. Here, my own teaching practice within a period of two semesters is reflected through the 61 male and female students’ sharp and meticulous eyes, which is reflected in their written responses to the posed question at the end of their final exams, and some of my notes from their comments in each of their classes. The Constant Comparative method was then used to unearth students’ comments and feedback on both my personality as an English-language teacher, and my teaching practice respectively. 相似文献
59.
《Reformation & Renaissance Review》2013,15(3):349-360
AbstractThis paper examines the relationship between Reformation ideals of gender and sexuality with the reality of Reformed life in France in the late sixteenth century. Centring on the theory and practice of marriage, the paper examines Jean Calvin's discourse on marriage, noting his significant departure from pre-Reformation concepts of sexuality and his affirmation of companionship in the conjugal bond. Yet, the author also highlights the significant complications with, or even detractions from, this model inherent in Calvin's theology of the Fall, and his understanding of ‘subjection'. These strands of Reformed theory are then compared with two cases drawn from the registers of the consistories, or church courts, of two Protestant towns in southern France, in 1578 and 1595. The findings suggest that ideas of subjection and companionship, though helpful perhaps in the theory of marriage, rarely began to encompass the colourful and messy realities of daily life among the Huguenots. 相似文献
60.
《Reformation & Renaissance Review》2013,15(2):155-166
AbstractThis article intends to show the significance of English antinomianism for the initial transition of Anna Trapnel (d.1660) to radical religion. Tormented by her lack of assurance of salvation and her fearfulness about rightly keeping the moral law, Trapnel was drawn to antinomianism through the preaching of John Simpson. His stress on ‘free grace’ was the only thing able to lift her from suicidal depression. Most studies on Trapnel tend to downplay or ignore entirely the significance of antinomian theology in her formative years. The study intends to fill the gap in research by analysing the theological underpinnings of antinomianism, outlining Trapnel's own religious struggle, and her eventual ‘freedom from bondage’ through Simpson's influence. Highlighting the significance of antinomian thought for Trapnel's early years, as well as its status as the catalyst for her initiation into radical religion, the article provides fresh background material from which to understand her later role as a famous visionary. 相似文献