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11.
Donelson R. Forsyth William R. Pope James H. McMillan 《Contemporary educational psychology》1985,10(1):72-82
The hypothesis that students who cheat will externalize the cause of this behavior was tested by contrasting the causal inferences of cheating students and noncheating students. The results supported Kelley's attributional model, for cheaters tended to note the high distinctiveness, high consensus, and low consistency of their actions, while noncheaters noted the low distinctiveness, low consensus, and high consistency of their morally commendable actions. Comparison of the students' attributions with inferences formulated by uninvolved observers also indicated that students tended to formulate self-serving attributions, suggesting that external attributions—in providing students with an excuse for cheating—may work to limit self-concept changes after misconduct. 相似文献
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An examination is reported of the effect of differences in reading strategies on the construction of meaning from novel length text. Following a brief review of psychological theory relevant to the question of how particular strategies could constrain meaning construction, specific differences are hypothesised in relation to Orwell's classic tale, Animal Farm. The results of an experimental examination using post‐graduate Diploma in Education students as subjects, and multidimensional scaling as the analytic technique, support the contention that reading strategies are important in the construction of differential meanings. The educational implications of the results are discussed in relation to the change in school practice from teacher‐directed reading to students reading more books but on their own or in small groups, without direct teacher intervention. 相似文献
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Robert H. Bradley Leanne Whiteside Daniel J. Mundfrom Patrick H. Casey Kelly J. Kelleher Sandra K. Pope 《Child development》1994,65(2):346-360
The caregiving environment experienced by 243 premature, low birthweight (LBW) children living in poverty was examined to determine whether the quality of care such children receive affords them some measure of protection from the generally deleterious consequences of poverty and prematurity. Only 26 children were identified as functioning in the normal range for cognitive, social/adaptive, health, and growth parameters at age 3. These children, who showed early signs of resiliency, differed from nonresilient children in that they were receiving more responsive, accepting, stimulating, and organized care. They were also living in safer, less crowded homes. 6 "protective" aspects of caregiving were identified and used as part of a cumulative protection index. Children with less than 3 protective aspects of caregiving present at age 1 had only a 2% probability of being resilient, and only a 6% probability if fewer than 3 were present at age 3. Overall, premature LBW children born into conditions of poverty have a very poor prognosis of functioning within normal ranges across all the dimensions of health and development assessed. However, those raised in a setting with 3 or more protective factors were more likely to show early signs of resiliency. 相似文献
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Nigel K. Ll. Pope 《Assessment & Evaluation in Higher Education》2005,30(1):51-63
While a large amount of interest has been shown in the use of peer and self‐assessment, few studies have considered the effect of stress on the students involved. None have considered whether the resultant stress itself might account for any noticeable improvements in student performance. The research presented in this paper addresses this question. An experimental design measured the effects of type of assessment and gender on student stress levels and performance. Results suggest that females are more stressed by self‐assessment than males and that being subjected to self‐ and peer assessment, while more stressful, leads to improved student performance in summative tasks. 相似文献