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111.
考试自我效能感是考试焦虑影响考试成绩的中介变量 总被引:21,自引:2,他引:21
本文采用结构方程的统计分析技术.依据Baron(1986)提出的确定中介变量的规则和标准.对265名中学生的特质考试焦虑、考试自我效能感、数学期末考试成绩的关系进行了探讨。考试焦虑,考试自我效能感和数学考试成绩是三个潜变量。结果表明,考试焦虑通过考试自我效能感这一中介变量对考试成绩产生影响,考试自我效能感对考试成绩有直接的影响作用,是考试焦虑影响考试成绩的中介变量。 相似文献
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Emotional intelligence (EI) may promote more effective decision-making under stress. In the present study, 167 participants completed a situation judgment test for EI, and performed a decision-making task based on an Antarctic rescue scenario. Participants were assigned to either a negative or neutral feedback group. Negative feedback significantly increased distress and impaired decision-making. EI failed to moderate the impacts of negative feedback, but higher EI was associated with greater information-search activity irrespective of feedback condition. It is concluded that ability EI may have a motivational component that may support more exhaustive analysis of both social and non-social stimuli. 相似文献
114.
摘 要 计算机化多阶段自适应测验是基于计算机技术的测验形式,它将题目集合作为测试单元,通过多阶段自适应的形式对被试进行测试和评分。近年来通过研究各种测验形式,发现其比计算机化自适应测验和传统纸笔测验突显出更大优势。与传统纸笔测验相比,其具有参数不变性、能力估计更精确等优势。与计算机化自适应测验相比,其具有可控制题目特性、被试可检查题目等优势。如何减小测量误差,使其应用更加便捷、有效,是未来研究的发展方向。 相似文献
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The Savage–Dickey density ratio is a simple method for computing the Bayes factor for an equality constraint on one or more parameters of a statistical model. In regression analysis, this includes the important scenario of testing whether one or more of the covariates have an effect on the dependent variable. However, the Savage–Dickey ratio only provides the correct Bayes factor if the prior distribution of the nuisance parameters under the nested model is identical to the conditional prior under the full model given the equality constraint. This condition is violated for multiple regression models with a Jeffreys–Zellner–Siow prior, which is often used as a default prior in psychology. Besides linear regression models, the limitation of the Savage–Dickey ratio is especially relevant when analytical solutions for the Bayes factor are not available. This is the case for generalized linear models, non-linear models, or cognitive process models with regression extensions. As a remedy, the correct Bayes factor can be computed using a generalized version of the Savage–Dickey density ratio. 相似文献
117.
This article critiques the common use of principles of classical test theory (CTT) as the key means of assessing the effectiveness of career instruments for employment counseling. The authors argue that excessive reliance on CTT has hindered the development of career assessment tools that better meet the diverse and changing needs of those seeking guidance in their career choice. The authors argue for an alternative paradigm based on notions of usefulness. A computerized career tool is evaluated to illustrate the limitations of CTT and the benefit of alternative methodologies for the assessment of instruments designed to provide effective career guidance. 相似文献
118.
Samantha-Kaye Johnston Neville W. Hennessey Suze Leitão 《The Journal of general psychology》2019,146(2):134-169
The attention network test (ANT) assesses efficiency across alerting, orienting, and executive components of visual attention. This study examined approaches to assessing auditory attention networks, and performance was compared to the visual ANT. Results showed (1) alerting was sufficiently elicited in a pitch discrimination and sound localization task, although these effects were unrelated, (2) weak orienting of attention was elicited through pitch discrimination, which varied based on ISI and conflict level, but robust orienting of attention was found through sound localization, and (3) executive control was sufficiently assessed in both pitch discrimination and sound localization tasks, but these effects were unrelated. Correlation analysis suggested that, unlike alerting and orienting, sound localization auditory executive control functions tap a shared attention network system. Overall, the results suggest that auditory ANT measures are largely task and modality specific, with sound localization offering potential to assess all three attention networks in a single task. 相似文献
119.
Children born very preterm (VPT) are at risk for academic, behavioral, and/or emotional problems. Mathematics is a particular weakness and better understanding of the relationship between preterm birth and early mathematics ability is needed, particularly as early as possible to aid in early intervention. Preschoolers born VPT (n = 58) and those born full term (FT; n = 29) were administered a large battery of measures within 6 months of beginning kindergarten. A multiple-mediation model was utilized to characterize the difference in skills underlying mathematics ability between groups. Children born VPT performed significantly worse than FT-born children on a measure of mathematics ability as well as full-scale IQ, verbal skills, visual–motor integration, phonological awareness, phonological working memory, motor skills, and executive functioning. Mathematics was significantly correlated with verbal skills, visual–motor integration, phonological processing, and motor skills across both groups. When entered into the mediation model, verbal skills, visual–motor integration, and phonological awareness were significant mediators of the group differences. This analysis provides insights into the pre-academic skills that are weak in preschoolers born VPT and their relationship to mathematics. It is important to identify children who will have difficulties as early as possible, particularly for VPT children who are at higher risk for academic difficulties. Therefore, this model may be used in evaluating VPT children for emerging difficulties as well as an indicator that if other weaknesses are found, an assessment of mathematics should be conducted. 相似文献
120.
Joseph A. Rios Hongwen Guo Liyang Mao Ou Lydia Liu 《International Journal of Testing》2017,17(1):74-104
When examinees' test-taking motivation is questionable, practitioners must determine whether careless responding is of practical concern and if so, decide on the best approach to filter such responses. As there has been insufficient research on these topics, the objectives of this study were to: a) evaluate the degree of underestimation in the true mean when careless responses are present, and b) compare the effectiveness of two filtering procedures in purifying biased aggregated-scores. Results demonstrated that: a) the true mean was underestimated by around 0.20 SDs if the total amount of careless responses exceeded 6.25%, 12.5%, and 12.5% for easy, moderately difficult, and difficult tests, respectively, and b) listwise deleting data from unmotivated examinees artificially inflated the true mean by as much as .42 SDs when ability was related to careless responding. Findings from this study have implications for when and how practitioners should handle careless responses for group-based low-stakes assessments. 相似文献