全文获取类型
收费全文 | 710篇 |
免费 | 12篇 |
国内免费 | 1篇 |
专业分类
教育 | 476篇 |
科学研究 | 36篇 |
各国文化 | 8篇 |
体育 | 123篇 |
文化理论 | 7篇 |
信息传播 | 73篇 |
出版年
2023年 | 6篇 |
2022年 | 3篇 |
2021年 | 12篇 |
2020年 | 21篇 |
2019年 | 28篇 |
2018年 | 31篇 |
2017年 | 33篇 |
2016年 | 43篇 |
2015年 | 22篇 |
2014年 | 28篇 |
2013年 | 167篇 |
2012年 | 22篇 |
2011年 | 25篇 |
2010年 | 17篇 |
2009年 | 21篇 |
2008年 | 20篇 |
2007年 | 16篇 |
2006年 | 15篇 |
2005年 | 7篇 |
2004年 | 9篇 |
2003年 | 13篇 |
2002年 | 11篇 |
2001年 | 9篇 |
2000年 | 12篇 |
1999年 | 9篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1996年 | 4篇 |
1995年 | 10篇 |
1994年 | 4篇 |
1993年 | 2篇 |
1992年 | 9篇 |
1991年 | 3篇 |
1990年 | 4篇 |
1989年 | 5篇 |
1988年 | 4篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 4篇 |
1984年 | 9篇 |
1983年 | 4篇 |
1982年 | 7篇 |
1981年 | 6篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1976年 | 2篇 |
1975年 | 3篇 |
1974年 | 5篇 |
1882年 | 1篇 |
排序方式: 共有723条查询结果,搜索用时 15 毫秒
71.
Grant B. Morgan 《Structural equation modeling》2013,20(1):76-86
This Monte Carlo study examines the performance of fit indices commonly used by applied researchers interested in finite mixture modeling for the purposes of classification. Conditions for the simulation study were selected to reflect conditions found in applied educational and psychological research. The factors included in the investigation were metric level of indicators, sample size, and class prevalence. All models contained a combination of categorical and continuous indicators. All categorical indicators were dichotomous, and continuous indicators were normally distributed. The fit indices examined were Akaike’s information criterion, Bayesian information criterion (BIC), sample size-adjusted Bayesian information criterion (SSBIC), integrated classification likelihood criterion with Bayesian-type approximation, and Lo–Mendell–Rubin likelihood ratio test. Overall, SSBIC tended to identify the correct solution with higher frequency than other indices. BIC tended to identify the correct solution with higher frequency than the other indices in models with more continuous than categorical indicators, or when rare classes were absent. 相似文献
72.
Paul L. Morgan George Farkas Marianne M. Hillemeier Wik Hung Pun Steve Maczuga 《Child development》2019,90(5):1802-1816
Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N = 8,920, Mage = 97.6 months), (b) multiple measures of EF, academic achievement, and behavior, and (c) extensive statistical control including for domain-specific and domain-general lagged dependent variables. All three measures of EF—working memory, cognitive flexibility, and inhibitory control—positively and significantly predicted reading, mathematics, and science achievement. In addition, inhibitory control negatively predicted both externalizing and internalizing problem behaviors. Children's EF constitute promising targets of experimentally evaluated interventions for increasing academic and behavioral functioning. 相似文献
73.
Christina A. Rouse Sheila R. Alber‐Morgan Jennifer M. Cullen Mary Sawyer 《Learning disabilities research & practice》2014,29(3):117-125
Students with LD who struggle with reading comprehension can benefit from instruction on how to read strategically. One strategy that has been demonstrated to increase reading comprehension is self‐questioning. In this study, two fifth graders with LD were taught to self‐generate questions using a prompt fading procedure. The participants were provided with expository reading passages with embedded questions. As each participant demonstrated proficiency with answering the embedded questions correctly, the embedded questions were systematically faded and replaced with a prompt for the students to generate their own questions. A multiple baseline across participants design demonstrated that the self‐questioning intervention resulted in improvements in reading comprehension for both students. Additionally, the students demonstrated evidence of maintenance and generalization of reading comprehension outcomes. 相似文献
74.
75.
Patrick T. Davies Morgan J. Thompson Meredith J. Martin E. Mark Cummings 《Child development》2021,92(3):1154-1172
This study examined whether childhood interparental conflict moderated the mediational pathway involving adolescent exposure to interparental conflict, their negative emotional reactivity to family conflict, and their psychological problems in a sample of 235 children (Mage = 6 years). Significant moderated-mediation findings indicated that the mediational path among Wave 4 interparental conflict during adolescence, change in youth negative reactivity (Waves 4–5), and their psychological problems (Waves 4–6) was significant for teens who experienced low, rather than high, levels of childhood interparental conflict (Waves 1–3). Supporting the stress sensitization model, analyses showed that adolescents exposed to high interparental conflict during childhood evidenced greater increases in negative reactivity than their peers when recent parental conflicts were mild. 相似文献
76.
Choi Siu Ming Sum Kim Wai Raymond Leung Fung Lin Elean Wallhead Tristan Morgan Kevin Milton Daniel Ha Sau Ching Amy Sit Hui Ping Cindy 《Higher Education》2021,81(6):1137-1155
Higher Education - Originating from the field of physical education, physical literacy is an individual disposition that accentuates the importance of lifelong physical activity. Sport education is... 相似文献
77.
George A. Morgan Robert J. Harmon Christine A. Maslin-Cole 《Early education and development》1990,1(5):318-339
This paper presents a working definition of mastery motivation which has evolved from our research with infants and young children over the past two decades. We define mastery motivation as a psychological force that stimulates an individual to attempt independently, in a focused and persistent manner, to solve a problem or master a skill or task which is at least moderately challenging for him or her. After describing key features of this definition, we discuss three conceptual issues: 1) the distinction between mastery motivation and cognitive competence, 2) developmental transitions in mastery motivation, and 3) the breadth of the concept. The paper concludes with a long section on assessing mastery motivation. Persistence at tasks is the main measure of the strength of the child's mastery motivation. Our structured task procedure, for 15- to 36-month-old children, attempts to disentangle mastery motivation and competence. We have also developed a questionnaire to assess mastery motivation in general and in five specific behavioral domains: social, symbolic, combinatorial, means-end, and gross motor. We believe that our definition helps to clarify the concept of mastery motivation and that our assessment procedures will facilitate future research. 相似文献
78.
Morgan Polikoff Robert W. Danielson Gale M. Sinatra Julie A. Marsh 《Journal of research on educational effectiveness》2018,11(2):217-239
Given the dearth of high-quality curriculum materials aligned with the new standards (NGSS and CCSS) and low student persistence in STEM fields, we sought to develop and test a STEM curriculum that would improve student knowledge, interest, and emotions. A cluster randomized control trial was conducted to assess the impact of Speedometry, a two-unit STEM curriculum that uses familiar toy cars to explore math and science concepts. A total of 1,615 fourth-grade students across 48 classrooms and 17 schools in an urban district participated in the study. Using a 3-level multilevel model (students nested within teachers and schools) and controls for student and teacher characteristics, we found that Speedometry led to significant increases in student knowledge and positive emotions such as excitement. Speedometry also led to significant decreases in negative emotions such as boredom, frustration, and confusion. The curriculum was implemented with high fidelity as evidenced by classroom observations and teacher self-reports. 相似文献
79.
Morgan PL Fuchs D Compton DL Cordray DS Fuchs LS 《Journal of learning disabilities》2008,41(5):387-404
The authors used a pretest-posttest control group design with random assignment to evaluate whether early reading failure decreases children's motivation to practice reading. First, they investigated whether 60 first-grade children would report substantially different levels of interest in reading as a function of their relative success or failure in learning to read. Second, they evaluated whether increasing the word reading ability of 15 at-risk children would lead to gains in their motivation to read. Multivariate analyses of variance suggest marked differences in both motivation and reading practice between skilled and unskilled readers. However, bolstering at-risk children's word reading ability did not yield evidence of a causal relationship between early reading failure and decreased motivation to engage in reading activities. Instead, hierarchical regression analyses indicate a covarying relationship among early reading failure, poor motivation, and avoidance of reading. 相似文献
80.
Ability and personality test scores of 256 males, categorized by college persistence seven semesters after matriculation, were subjected to stepwise discriminant analysis. A combination of personality and ability variables distinguished between groups (p<.001); personality variables alone did not. The most powerful discriminator was overall ability. Authoritarianism, natural science ability, and nonconformity also entered into the discrimination. Results indicate: (a) the most able, most autonomous group included those who withdrew; (b) the most authoritarian, those who became seniors; (c) the most nonconforming, those who continued without becoming seniors, and (d) the highest in ability to think abstractly and scientifically and to solve problems, the academic dismissals who with difficulty succeeded in gaining reinstatement. 相似文献