全文获取类型
| 收费全文 | 936篇 |
| 免费 | 21篇 |
专业分类
| 教育 | 744篇 |
| 科学研究 | 19篇 |
| 各国文化 | 11篇 |
| 体育 | 61篇 |
| 综合类 | 1篇 |
| 文化理论 | 5篇 |
| 信息传播 | 116篇 |
出版年
| 2023年 | 5篇 |
| 2022年 | 5篇 |
| 2021年 | 14篇 |
| 2020年 | 16篇 |
| 2019年 | 30篇 |
| 2018年 | 36篇 |
| 2017年 | 40篇 |
| 2016年 | 34篇 |
| 2015年 | 19篇 |
| 2014年 | 25篇 |
| 2013年 | 227篇 |
| 2012年 | 27篇 |
| 2011年 | 34篇 |
| 2010年 | 25篇 |
| 2009年 | 25篇 |
| 2008年 | 24篇 |
| 2007年 | 24篇 |
| 2006年 | 26篇 |
| 2005年 | 37篇 |
| 2004年 | 22篇 |
| 2003年 | 16篇 |
| 2002年 | 20篇 |
| 2001年 | 16篇 |
| 2000年 | 16篇 |
| 1999年 | 11篇 |
| 1998年 | 17篇 |
| 1997年 | 17篇 |
| 1996年 | 16篇 |
| 1995年 | 12篇 |
| 1994年 | 9篇 |
| 1993年 | 8篇 |
| 1992年 | 8篇 |
| 1991年 | 8篇 |
| 1990年 | 8篇 |
| 1989年 | 4篇 |
| 1988年 | 8篇 |
| 1986年 | 6篇 |
| 1984年 | 5篇 |
| 1983年 | 4篇 |
| 1982年 | 9篇 |
| 1981年 | 5篇 |
| 1980年 | 6篇 |
| 1979年 | 7篇 |
| 1978年 | 3篇 |
| 1977年 | 2篇 |
| 1976年 | 3篇 |
| 1975年 | 2篇 |
| 1974年 | 4篇 |
| 1971年 | 2篇 |
| 1968年 | 2篇 |
排序方式： 共有957条查询结果，搜索用时 11 毫秒
951.
This study explored the influence of attributional style on women's persistence in engineering majors, after controlling for academic ability. Female students (N = 255) previously or currently enrolled in the engineering college of a large midwestern university completed measures assessing their (a) attributions for science, mathematics, and engineering academic events; and (b) thoughts of changing career goals. Results revealed that, after controlling for academic ability, two attributional style dimensions were related to persistence in engineering majors. Among persisters in engineering, those attributional style dimensions were also related to thoughts of changing career goals. Implications for research are discussed, and recommendations for educators and advisors are presented. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 663–676, 1999 相似文献
952.
953.
Tasia Brafford Beth Harn Ben Clarke Christian T. Doabler Derek Kosty Kathleen Scalise 《Learning disabilities research & practice》2023,38(1):5-14
Assessing implementation allows for a better understanding of an intervention's effects and the mechanisms that influence its impact. Two main areas of implementation are (a) the quality with which an intervention is delivered and (b) instructors’ adherence to the programmed intervention. The current study used data from a kindergarten mathematics intervention program to (a) examine if and how treatment adherence was associated with implementation quality and (b) explore implementation measures’ relation to student mathematics outcomes. Results indicated high implementation scores across time for both adherence and quality. Neither treatment adherence nor implementation quality was found to relate to a general outcome measure of student mathematics achievement; however, both were similarly related to the curricular-aligned measure. 相似文献
954.
955.
956.
957.