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211.
Tomas Jungert 《Social Psychology of Education》2008,11(1):79-94
This longitudinal paper draws on data from a larger ongoing project and examines how students conceive of their opportunities
to influence their study environment and how this may be related to their self-efficacy beliefs and their study motivation.
Interpretative Phenomenological Analysis (IPA) was used to analyze semi-structured in-depth interviews of 10 students of a
Masters Program in Engineering. The results indicate that most students had confidence in their opportunities to influence
their study environment and believed influencing could increase self-efficacy beliefs and study motivation. The high content
of problem solving in courses was the principal motivator. Students that either perceived their opportunities to influence
the study environment as not highly important or as satisfactory were more motivated and performed better than other students.
Findings have implications for students’ motivation and performance if educators inform students of their formal and informal
opportunities to influence their study environment.
相似文献
Tomas JungertEmail: |
212.
The present study experimentally examined how counselor perceptions of hypothetical students are affected by student gender
and socioeconomic status (SES). Results showed that counselors perceive students from low SES backgrounds as having less promising
futures and lower math abilities. Counselors also rated female students as lower in math abilities than male students. Our
results indicate that institutions should consider providing more school counselor training to reduce bias based on gender
and SES.
相似文献
Mara S. Aruguete (Corresponding author)Email: |
213.
This study tests the mediating effect of the quality of college life (QCL) in the student satisfaction and student loyalty
relationship. QCL refers to the degree of need satisfaction and the experiences that create a positive affect throughout college
life. The QCL of students is conceptualized as a higher order construct that is composed of need satisfaction and affect balance.
It has been hypothesized that student satisfaction with university services has a significant impact on QCL, which in turn
positively influences student loyalty. The results from the survey of 228 college students largely supported the model. Both
the managerial and policy implications of this study are discussed.
相似文献
Ji-Hyun KimEmail: |
214.
Effects of public feedback during RTI team meetings on teacher implementation integrity and student academic performance 总被引:2,自引:0,他引:2
As a result of the new revision of IDEA (2004), models of early intervention and response-to-intervention (RTI) have received a great deal of attention in the literature. Although various tiered models have been described in detail, one aspect of RTI that has received little empirical attention is the need to ensure integrity of intervention as part of a team decision making process. One method that has good support for improving treatment integrity is performance feedback (PFB); however, the utilization of PFB within a team context has received very little attention in the literature. Experiment 1 evaluated the effect of PFB delivered within the context of an RTI team on treatment integrity after fidelity had fallen to unacceptable levels. Experiment 2 evaluated the effects of PFB on the maintenance of treatment integrity prior to integrity fall off. Results indicate that PFB can be used as an efficient means of improving or maintaining treatment integrity when applied within a team model. 相似文献
215.
Researchers have made great strides in conceptualizing and assessing contextualized personality—how people’s personalities vary across different contexts (e.g., among friends, co-workers, and relationship partners). We investigated how global and contextualized personality traits are linked to relationship satisfaction. In Study 1, longitudinal associations between global and contextualized personality and relationship satisfaction were examined in a sample of adults in committed dating relationships. Study 2 investigated actor and partner effects of global and contextualized personality on relationship satisfaction in undergraduate couples. Study 3 used observer ratings of contextualized personality traits expressed in couples’ daily Instant Messages (IMs). These results demonstrate that contextualized personality—in particular neuroticism—is linked to the quality of both current and future romantic relationships. 相似文献
216.
Melissa G. Bakhurst Annabel C. L. McGuire W. Kim Halford 《Journal of couple & relationship therapy》2017,16(3):167-187
Military life can place excess strain on couple relationships. The Couple CARE relationship education program was tailored to address the challenges of military couples. Thirty-two Australian military couples participated in a pilot feasibility study assessing the Couple CARE in Uniform adaptation against an active control. Relationship satisfaction and communication improved in both conditions, with no significant difference between the conditions. Couples' high relationship satisfaction on presentation, paired with modest statistical power, might have contributed to the null results. However, Couple CARE in Uniform had significantly higher consumer satisfaction than the comparison condition, suggesting it is a program worthy of further evaluation. 相似文献
217.
Parents as Partners: A U.K. Trial of a U.S. Couples‐Based Parenting Intervention For At‐Risk Low‐Income Families
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Polly Casey Philip A. Cowan Carolyn P. Cowan Lucy Draper Naomi Mwamba David Hewison 《Family process》2017,56(3):589-606
Despite the well‐established links between couple relationship quality and healthy family functioning, and burgeoning evidence from the international intervention field, there is little or no evidence of the efficacy of couples‐based interventions from the United Kingdom (U.K.). This study explored whether the Parents as Partners (PasP) program, a group‐based intervention developed in the United States, brought about the same benefits in the U.K. The evaluation is based on 97 couples with children from communities with high levels of need, recruited to PasP because they are at high risk for parent and child psychopathology. Both mothers and fathers completed self‐report questionnaires assessing parents’ psychological distress, parenting stress, couple relationship quality and conflict, fathers’ involvement in child care and, importantly, children's adjustment. Multilevel modeling analysis comparing parents’ responses pre‐ and postintervention not only showed substantial improvements for both parents on multiple measures of couple relationship quality, but also improvements in parent and child psychopathology. Analyses also indicated most substantial benefits for couples displaying poorest functioning at baseline. The findings provide initial evidence for the successful implementation of PasP, an American‐origin program, in the U.K., and add support for the concept of the couple relationship as a resource by which to strengthen families. 相似文献
218.
This study explored the relationships among daily stresses, specifically interpersonal conflict, the quality of supportive
spousal relationships, and the experience of postpartum depressive symptoms. In our sample of 51 women nearly 30% reported
symptoms consistent with postpartum depression. Using regression analysis and controlling for depression during pregnancy,
results suggested that arguments with family members and the depth of the spousal relationship acted as significant predictors
of the severity of reported postpartum depressive symptoms. Results of the regression were in the expected direction, but
due to the small sample size, the findings should be interpreted with caution. Post-hoc analyses were conducted separating
the women into three groups based on their depression scores. Therapeutic interventions to reduce postpartum depressive symptoms
are considered.
An erratum to this article can be found at 相似文献
219.
Hitherto, the literature on forgiveness has almost exclusively focused on the role of deliberative processes (e.g., attribution processes) in determining forgiveness. However, in the present article, we argue that in the context of close relationships, the inclination to forgive can be relatively automatically evoked in response to an offense. Four studies provide evidence relevant to this general hypothesis. Studies 1 and 2 demonstrate that the subliminal presentation of close others (versus non-close others or a control word) induces a relatively strong inclination to forgive various offenses. Study 3 provides insight into the cognitive processes that underlie the closeness-forgiveness link, demonstrating that thinking of (a transgression of) a close other (compared to a non-close other) leads to enhanced accessibility of the construct of forgiveness. Finally, Study 4 demonstrates that forgiving responses toward a close offender are less dependent on cognitive resources than are forgiving responses toward a non-close offender, suggesting that, in close relationships, the inclination to forgive arises in a relatively effortless, habitual manner. Implications for theorizing on how people forgive are being discussed. 相似文献
220.
Sean Kelly 《Social Psychology of Education》2007,10(3):331-352
Research in the social psychology of achievement motivation stresses the contribution of the classroom motivational context
to problems of student engagement among low achieving students. This analysis contributes to that literature through a focused
analysis of English and language arts instruction during the middle school years. Using data from the Partnership for Literacy
Study the author investigates the relationship between classroom evaluation during question and answer sessions and two forms
of student engagement, participation in classroom discourse, and student effort on classroom and homework assignments. When
teachers focus on provoking student thought and analysis, and postpone evaluation during question and answer sessions by engaging
in dialogic instruction, levels of student effort are more evenly distributed among students. Moreover, the relationship between
levels of initial achievement and student effort is weaker in classrooms where teachers incorporate elements of dialogic instruction
into question and answer sessions. However, dialogic instruction had no effect on the distribution of participation in classroom
discourse itself. 相似文献