全文获取类型
收费全文 | 332篇 |
免费 | 16篇 |
国内免费 | 14篇 |
出版年
2023年 | 2篇 |
2021年 | 3篇 |
2020年 | 11篇 |
2019年 | 6篇 |
2018年 | 8篇 |
2017年 | 7篇 |
2016年 | 5篇 |
2015年 | 2篇 |
2014年 | 10篇 |
2013年 | 25篇 |
2012年 | 8篇 |
2011年 | 5篇 |
2010年 | 6篇 |
2009年 | 11篇 |
2008年 | 14篇 |
2007年 | 10篇 |
2006年 | 9篇 |
2005年 | 16篇 |
2004年 | 4篇 |
2003年 | 7篇 |
2002年 | 2篇 |
2001年 | 4篇 |
2000年 | 5篇 |
1999年 | 2篇 |
1998年 | 4篇 |
1997年 | 7篇 |
1996年 | 8篇 |
1995年 | 7篇 |
1994年 | 5篇 |
1993年 | 6篇 |
1992年 | 8篇 |
1991年 | 15篇 |
1990年 | 6篇 |
1989年 | 13篇 |
1988年 | 7篇 |
1987年 | 5篇 |
1986年 | 7篇 |
1985年 | 10篇 |
1984年 | 8篇 |
1983年 | 6篇 |
1982年 | 9篇 |
1981年 | 2篇 |
1980年 | 12篇 |
1979年 | 9篇 |
1978年 | 9篇 |
1977年 | 10篇 |
1976年 | 7篇 |
排序方式: 共有362条查询结果,搜索用时 187 毫秒
111.
Previous research has identified the role of perceived peer hierarchies, or organizational structures, in affecting students’ adjustment to school (Lease et al. 2003, Journal of Early Adolescence, 23, 194–217). The purpose of this study was to examine whether middle school classrooms can be described in terms of the perceived status individual students hold for who will and will not be ‘liked’ by the teacher. Specifically we examined: (1) Do students share a mutually agreed on representation, a perceived organizational structure, for describing relative status with their teacher? (2) Are teachers perceived as systematically favoring girls or boys? (3) Are peers’ perceptions of teacher liking associated with individual students’ social and academic motivation and relationship quality with teachers? (4) Are students identified by peers as ‘not liked’ at risk for long-term teacher rejection and underachievement? And, (5) What are the underlying criteria students use to judge teacher likeability? Data for this study were drawn from peer ratings from 516 (262 boys, 254 girls) middle school students in 20 classrooms. Findings indicate multidimensional scaling techniques can be used to map the ‘teacher-liking space,’ accounting for > 90% of the variability in peers’ ratings of teacher likeability. Additionally, findings indicate perceived status in the teacher-liking space has consequences for students’ achievement and teacher relationship quality. 相似文献
112.
In the cognitive test interpretation literature, a Rational/Intuitive, Indirect Empirical, or Combined approach is typically used to construct conceptual taxonomies of the functional (behavioral) similarities between subtests. To address shortcomings of these approaches, the functional requirements for 49 subtests from six individually administered scales of cognitive ability (WISC-IV, WPPSI-III, SB-V, WJ-III, CAS, and UNIT) were typed on index cards. Forty-eight (48) in-service and/or pre-service school psychologists were asked to sort the cards into two, three, five, or eight functionally similar piles. A multidimensional scaling analysis was performed on a 49 × 49 matrix of similarity scores collapsed across all 48 subjects. Three dimensions were extracted from the data: Reproduction of Stimuli Sequences versus Picture Viewing (Dimension 1), Timed Speed versus Untimed Power (Dimension 2), and Verbal versus Performance (Dimension 3). A hierarchical clustering procedure was then applied to the matrix data, and results were compared to previous categorization schemes identified in the test interpretation literature. 相似文献
113.
《Psychology of sport and exercise》2014,15(6):569-579
ObjectivesThe objective of this study to report on the development and psychometric analysis of a scale to measure post exercise exhaustion.DesignThis study utilised the Rasch measurement model for the psychometric analysis of a new scale aimed at measuring acute onset exhaustion in athletes.MethodAn extensive literature review, feedback from athletes and an expert panel from educators in psychology, sports science and exercise physiology provided feedback on the scale, providing evidence of content validity. A final survey, consisting of the 25 items and completed by three hundred and seventy-nine athletes (Sport: 187 tri-athletes and 192 cyclists; gender: 211 males, and 168 females; age: 18–25 [31], 26–35 [114], 36–45 [120], and 46+ [114]), was submitted to Rasch analysis.ResultsAfter amendments a final 14 item scale provided internally consistent and reliable measures of exhaustion for participants. The items of the final scale have good fit, and the scale has high PSI providing statistical evidence of reliability. The scale could benefit from items dealing with mid-range levels of exhaustion. The correlational association between the new scale and a similar scale was positive and significant correlation adding to the evidence of the validity of the new scale.ConclusionsThe scale appears to be a valuable tool for the assessment of exercise-induced acute onset exhaustion and may be an attractive option for researchers, clinicians, and coaches seeking to measure the levels of exhaustion in individuals. In addition to its valid theoretical structure and sound psychometric properties, the scale has advantages over other exhaustion or fatigue scales as it is not disease-specific. 相似文献
114.
Judging goodness of fit in multidimensional scaling requires a comprehensive set of diagnostic tools instead of relying on stress rules of thumb. This article elaborates on corresponding strategies and gives practical guidelines for researchers to obtain a clear picture of the goodness of fit of a solution. Special emphasis will be placed on the use of permutation tests. The second part of the article focuses on goodness-of-fit assessment of an important variant of multidimensional scaling called unfolding, which can be applied to a broad range of psychological data settings. Two real-life data sets are presented in order to walk the reader through the entire set of diagnostic measures, tests, and plots. R code is provided as supplementary information that makes the whole goodness-of-fit assessment workflow, as presented in this article, fully reproducible. 相似文献
115.
In between-item multidimensional item response models, it is often desirable to compare individual latent trait estimates across dimensions. These comparisons are only justified if the model dimensions are scaled relative to each other. Traditionally, this scaling is done using approaches such as standardization—fixing the latent mean and standard deviation to 0 and 1 for all dimensions. However, approaches such as standardization do not guarantee that Rasch model properties hold across dimensions. Specifically, for between-item multidimensional Rasch family models, the unique ordering of items holds within dimensions, but not across dimensions. Previously, Feuerstahler and Wilson described the concept of scale alignment, which aims to enforce the unique ordering of items across dimensions by linearly transforming item parameters within dimensions. In this article, we extend the concept of scale alignment to the between-item multidimensional partial credit model and to models fit using incomplete data. We illustrate this method in the context of the Kindergarten Individual Development Survey (KIDS), a multidimensional survey of kindergarten readiness used in the state of Illinois. We also present simulation results that demonstrate the effectiveness of scale alignment in the context of polytomous item response models and missing data. 相似文献
116.
117.
118.
篇章形式的阅读测验是一种典型的题组测验,在进行项目功能差异(DIF)检验时需要采用与之匹配的DIF检验方法.基于题组反应模型的DIF检验方法是真正能够处理题组效应的DIF检验方法,能够提供题组中每个项目的DIF效应测量,是题组DIF检验方法中较有理论优势的一种,主要使用的方法是Rasch题组DIF检验方法.该研究将Rasch题组DIF检验方法引入篇章阅读测验的DIF检验中,对某阅读成就测验进行题组DIF检验,结果显示,该测验在内容维度和能力维度的部分子维度上出现了具有显著DIF效应的项目,研究从测验公平的角度对该测验的进一步修改及编制提出了一定的建议.研究中进一步将Rasch题组DIF检验方法与基于传统Rasch模型的DIF检验方法以及变通的题组DIF检验方法的结果进行比较,研究结果体现了进行题组DIF检验的必要性与优越性.研究结果表明,在篇章阅读测验中,能够真正处理题组效应的题组DIF检验方法更加具有理论优势且对于阅读测验的编制与质量的提高具有更重要的意义. 相似文献
119.
Tara M. Hill John M. Laux Gregory Stone Paula Dupuy Holly Scott 《Journal of Addictions & Offender Counseling》2013,34(1):40-50
Rasch analysis of the Substance Abuse Subtle Screening Inventory–3 (SASSI‐3; F. G. Miller & Lazowski, 1999 ) indicated that the SASSI‐3 meets fundamental measurement properties; however, the authors of the current study recommend the elimination of nonfunctioning items and the improvement of response options for the face valid scales to increase functioning and ease of use. 相似文献
120.
This paper investigates the psychometric properties of the values in action (VIA) character strengths (Peterson and Seligman, 2004). A sample of 904 South African undergraduate students (female=77%, male=23%, black=70%, mean age=21.07 years, SD age=2.73 years) was assessed using a 380-item questionnaire that included the items from the international personality item pool (IPIP) values in action (VIA) measure of 24 character strengths as well as additional items based on the underlying theory of the particular constructs. Responses were analysed with the Rasch rating scale model. Reliability coefficients were computed for the retained scale items. The majority (21) of the scales demonstrated satisfactory Rasch model fit and good reliability of scores. The finding that a large proportion of strengths exhibited differential item functioning for at least one of (1) gender, (2) ethnicity and (3) home language group, challenges the assumption that character strengths are necessarily accultural, indicating qualitative distinctions in construct conceptualisations and measurement as a function of emic factors. 相似文献