全文获取类型
收费全文 | 444篇 |
免费 | 71篇 |
国内免费 | 64篇 |
出版年
2024年 | 8篇 |
2023年 | 17篇 |
2022年 | 5篇 |
2021年 | 17篇 |
2020年 | 22篇 |
2019年 | 31篇 |
2018年 | 22篇 |
2017年 | 27篇 |
2016年 | 29篇 |
2015年 | 18篇 |
2014年 | 13篇 |
2013年 | 57篇 |
2012年 | 20篇 |
2011年 | 19篇 |
2010年 | 14篇 |
2009年 | 13篇 |
2008年 | 32篇 |
2007年 | 29篇 |
2006年 | 19篇 |
2005年 | 25篇 |
2004年 | 20篇 |
2003年 | 13篇 |
2002年 | 16篇 |
2001年 | 12篇 |
2000年 | 6篇 |
1999年 | 12篇 |
1998年 | 8篇 |
1997年 | 8篇 |
1996年 | 11篇 |
1995年 | 3篇 |
1994年 | 7篇 |
1993年 | 5篇 |
1992年 | 4篇 |
1991年 | 1篇 |
1989年 | 2篇 |
1985年 | 5篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1976年 | 3篇 |
排序方式: 共有579条查询结果,搜索用时 31 毫秒
111.
本研究以982名初中学生为被试,采用验证性因素分析和多元回归方法对个人目标取向、课堂目标结构及文化因素与学业求助策略的关系进行研究。结果表明:(1)个人目标取向可以区分出任务取向、趋向型自我取向和逃避型自我取向,它们对学业求助的影响是不同的,只有逃避型自我取向的学生才倾向于作不利于学习的执行性求助。(2)课堂目标结构对学业求助有影响 ,在任务取向的课堂里 ,学生倾向于作工具性求助。(3)文化因素对学业求助有影响。认同中国求助格言的学生愿意作工具性求助,在意他人评价的学生倾向于回避求助或作执行性求助。(4)个人目标取向、课堂目标结构和文化因素对不同年级学生学业求助的影响模式不同。 相似文献
112.
113.
Ellen Timminga 《Psychometrika》1995,60(1):137-154
This paper proposes a multi-objective programming method for determining samples of examinees needed for estimating the parameters of a group of items. In the numerical experiments, optimum samples are compared to uniformly and normally distributed samples. The results show that the samples usually recommended in the literature are well suited for estimating the difficulty parameters. Furthermore, they are also adequate for estimating the discrimination parameters in the three-parameter model, butnot for the guessing parameters. 相似文献
114.
This research investigated the role of leadership functions in a context of intergroup negotiation by using a simulation game of inter-regional conflict and cooperation (SIRC2 ). As a part of their social psychology course, 151 undergraduate students participated. It was hypothesized that there are four leadership factors in an intergroup context: in-group performance, in-group maintenance, out-group negotiation performance, and out-group relation maintenance. According to a factor analysis, however, the functions of in-group performance and out-group performance merged into the same category and could not be differentiated independently. Moreover, this research provided evidence that opportunities for intergroup communication and the amount of resources available to each group can facilitate these leadership functions. This study also found links between leadership functions and group outcomes. In a group with members who were homogeneous and facing common survival problems, the in-group/out-group performance function facilitated the achievement of the group goal. On the other hand, in a group with members with different roles, and who were self-sufficient for survival, the in-group maintenance function facilitated the achievement of the group goal. Moreover, in the intergroup context, the out-group relationship maintenance function was also important for group goal attainment. These results were interpreted using the path–goal theory and Fiedler's contingency theory. 相似文献
115.
Howie PM 《Journal of applied behavior analysis》1983,16(4):471-475
Ingham's (1983) critique of our research is based on the unwarranted assumption that it claimed to be a replication of Ingham and Andrews' (1973a) study. Our report did not claim to be a replication. Procedural differences between treatments do not preclude the possibility of drawing general conclusions that may apply to related treatments, or suggesting possible confounding variables that might be operating in another study. We have nevertheless dealt with each of Ingham's methodological objections. In general, we believe that we struck an acceptable compromise between the needs of clients and theoretical and research demands. We stand by our original conclusions, and note with satisfaction that Ingham concurs with our emphasis on systematic structure rather than the presence or absence of rewards as the crucial component of this type of stuttering treatment. 相似文献
116.
T. J. J. M. Theunissen 《Psychometrika》1985,50(4):411-420
An algorithmic approach to test design, using information functions, is presented. The approach uses a special branch of linear programming, i.e. binary programming. In addition, results of some benchmark problems are presented. Within the same framework, it is also possible to formulate the problem of individualized testing.I would like to thank my colleagues N. Veldhuijzen, H. Verstralen and M. Zwarts for their suggestions and comments. Furthermore, I would like to thank Professor W. van der Linden, Department of Educational Measurement and Data Analysis, Technological University Twente, for offering facilities at his department; Ellen Timminga of the same department and S. Baas, department of Operational Research at the same University for their efforts in linear programming. 相似文献
117.
118.
119.
We investigated the relationship between components of rumination, brooding and reflection, and autobiographical remembering by testing whether voluntary and involuntary rehearsal mediated rumination-related variation in the sensory-affective and metacognitive features of memory experience. We focused on achievement and failure memories as both are goal-related events, yet they represent distinct experiences in terms of valence and functionality. For failure memories, brooding was associated with intense recollection and reduced psychological distance. Brooding was related to enhanced distance of achievements, indicating the disruptive effects of brooding on remembering. Although reflection attenuated the recollective experience for both achievement and failure memories, it brought achievement memories to a subjective closer past. Structural equation modelling demonstrated the mediating role of involuntary remembering on the pattern of remembering experience. 相似文献
120.
成就目标理论是当前教育领域有关学生成就动机最为活跃的研究热点之一。20世纪中后期Weiner在整合动机理论和归因理论的基础上提出了成就目标理论。之后,Dweck等学者对成就目标的概念、分类及动机模式进行了大量研究。成就目标理论具有很好的发展前景,并在学校教育、体育运动和生涯发展等领域得到广泛的应用。未来研究应强调成就目标的动态性与多维性,注重成就目标的性别差异和社会期许效应,运用多元化方法以提高成就目标研究的外部效度,拓宽研究对象以增强成就目标的应用性研究,更加关注情绪情感与成就目标之间的关系。 相似文献