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281.
Richard Spicuzza Jim Ysseldyke Amy Lemkuil Stacey Kosciolek Christopher Boys Ellen Teelucksingh 《Journal of School Psychology》2001,39(6):521-542
In recent years, concerns about the math achievement of U.S. students have been highlighted in the popular press, journal articles, major conference presentations, and official U.S. Department of Education (1998) reports. School personnel have responded to the issue of low math achievement by a) writing or rewriting standards, b) “ratcheting up” current standards, c) building accountability systems that include all students, d) developing programmatic interventions, e) extending the school year, and f) implementing effective instructional management systems. Research on teaching has linked instructional environment and achievement. Thus, this study was designed to determine whether the implementation of an instructional management system served to improve student math achievement and the classroom instructional environment. In addition, the study examined the extent to which adding a curriculum-based monitoring system to an ongoing math curriculum would result in positive changes in the classroom instructional environment and in achievement. 相似文献
282.
The association between child cognitive abilities and maternal ratings of child externalizing behaviors was investigated in a randomly selected sample of 290 preschool children. Child cognitive abilities were assessed by the WPPSI-R, whereas mothers completed the Yale Children's Inventory for the assessment of child externalizing behaviors. Maternal education, and maternal child-rearing style, as defined by scores on the Child Rearing Practices Report, was significantly related to perceived externalizing child behavior. Hierarchical regression analyses revealed that for girls, low child IQ remained a significant predictor of perceived externalizing behavior when effects of maternal education and child-rearing style were controlled for (p < 0.01). Maternal child-rearing style made independent contributions to explaining variance in girls' and boys' behavior score. The results are discussed in terms of differential gender socialization practices and gender stereotypes. 相似文献
283.
284.
Stress is an area of interest among researchers and practitioners in many fields – including teaching. Much of the research
on causes of stress for teachers has focused on teachers in general; only a few studies have focused on physical education
teachers. Although there have been a few studies of causes of stress for physical education teachers in the Middle East, no
studies have been conducted on physical education teachers in Qatar. Thus, the purpose of this study was to identify causes
of stress for physical education teachers in Qatar at the beginning and end of the school year as well as any changes over
the course of the year. A second purpose was to try to explain any differences in causes of stress according to: gender, nationality,
type of school, and amount of experience. Results showed that there were different causes of stress for different groups of
teachers which could be related to different backgrounds and experiences and different roles and responsibilities in society
as a result of different cultural and social expectations and environmental factors. 相似文献
285.
by Mark Rowlands 《Zygon》2009,44(3):628-641
The extended mind is the thesis that some mental—typically cognitive—processes are partly composed of operations performed by cognizing organisms on the world around them. The operations in question are ones of manipulation, transformation, or exploitation of environmental structures. And the structures in question are ones that carry information pertinent to the success or efficacy of the cognitive process in question. This essay examines the thesis of the extended mind and evaluates the arguments for and against it. 相似文献
286.
Paula Y. Mullineaux Kirby Deater‐Deckard Stephen A. Petrill Lee A. Thompson 《Infant and child development》2009,18(2):133-148
This study examined potential non‐shared environmental processes in middle childhood by estimating statistical associations between monozygotic (MZ) twin differences in externalizing and internalizing problems and positive social engagement, and differential maternal positivity and negativity, over 1 year. Seventy‐seven pairs of identical twins participated (M=6.08‐years old, 65% male) in two annual home visits. Observers' ratings and maternal reports were gathered. At both assessments, the twin who showed more conduct problems (maternal report and observers' ratings) and less positive social engagement (positive affect, responsiveness) received more maternal negativity and less maternal warmth (self‐reports and observers' ratings), relative to his or her genetically identical co‐twin. The same patterns held over time, for the associations between change in differential MZ twin conduct problems and social engagement and change in differential maternal behaviour. Effects for child internalizing problems were not consistent within or across raters. Overall, these results indicated that differential maternal warmth and negativity—self‐perceived and observed by others—are important aspects of sibling differentiation for both problematic and adaptive behaviours during middle childhood. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
287.
288.
Dario Bacchini Giovanna Esposito Gaetana Affuso 《Journal of community & applied social psychology》2009,19(1):17-32
The goal of the present study is to investigate the relationship between school bullying and various aspects of the urban and scholastic environment where participants live, such as sense of community, exposure to dangerous and violent situations within the neighbourhood, perceptions of the safety of the neighbourhood and perceptions of the school environment. The research, performed in Ercolano, a town near Naples, covered the whole of Ercolano's population (n = 734) of 7th, 10th and 13th grade students. Data were analysed using a multivariate analysis of variance. Results showed that bullying role (pure bullies, pure victims, bully victims, not‐involved) is significantly associated with the way subjects perceive their exposure to dangerous and violent situations within the neighbourhood, their relationship with classmates and their relationship with teachers. Pure bullies and bully victims are especially likely to experience dangerous and violent situations in the neighbourhood where they live and have a more negative perception of their relationship with teachers; for pure victims and bully victims, a significant association is obtained with negative perceptions of relationships with classmates. These findings suggest the need for intervention strategies that extend beyond the classroom to the broader community and neighbourhood. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
289.
Cdric Lemogne Loretxu Bergouignan Claudette Boni Philip Gorwood Antoine Plissolo Philippe Fossati 《Consciousness and cognition》2009,18(3):823-830
Major depression is associated with a decrease of 1st person (versus 3rd person) visual perspective in autobiographical memory, even after full remission. This study aimed to examine visual perspective in healthy never-depressed subjects presenting with either genetic or psychological vulnerability for depression. Sixty healthy participants performed the Autobiographical Memory Test with an assessment of visual perspective. Genetic vulnerability was defined by the presence of at least one S or LG allele of the polymorphism of the serotonin-transporter-linked promoter region (5-HTTLPR). Psychological vulnerability was defined by high scores of harm avoidance measured by the Temperament and Character Inventory. Life stress exposure, depressive mood, rumination, and familial history of depression were assessed through standardized procedures. Visual perspective for positive memories was independently predicted by both harm avoidance and a gene by environment interaction between the 5-HTTLPR polymorphism and life stress exposure. Visual perspective and vulnerability for depression may share some biological bases. 相似文献
290.
Jalika Street April Harris-Britt Chanequa Walker-Barnes 《Journal of child and family studies》2009,18(4):412-420
Ethnic identity has been linked to a number of healthy psychological outcomes for African American adolescents. The levels
of conflict and cohesion in the family environment have also been found to be predictive of adolescent mental health. This
study examined whether the ethnic identity and levels of conflict and cohesion in the family environments were related to
adolescents’ psychological adjustment. Participants included 61 African American adolescents, ages 10–14 years old, and their
parents. Hierarchical regression models were used to determine the cumulative effects of ethnic identity and family functioning
on adolescent mental health, specifically adolescent levels of depression, self-esteem, and interpersonal functioning. Results
indicated that having a positive ethnic identity and a cohesive family environment were most strongly associated with psychological
adjustment. Implications of these results are discussed in terms of family interventions. 相似文献