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991.
Self-concept development and educational degree attainment 总被引:1,自引:0,他引:1
The present study explores changes in the academic, social, and artistic self-concept of college students over a nine-year period. While the findings demonstrate a positive relationship between the educational degree attainment levels of students and their formation of a more healthy self-concept, the findings further indicate that the relationship is not consistent for males and females. In general, the findings suggest that the collegiate experience does not diminish self-concept gender differences that exist at the time of matriculation. The degree to which changes in students' self-concept is related to selected aspects of their collegiate experience and characteristics of their undergraduate institutions is also explored. The findings indicate that changes in students' self-concept is related to their level of social and academic integration during their undergraduate careers and to the size and selectivity of colleges they attend. The implications of these findings for enhancing students' self-concept during the college years are discussed. 相似文献
992.
Dr. Kai Maaz Cornelia Hausen Nele McElvany Jürgen Baumert 《Zeitschrift für Erziehungswissenschaft》2006,9(3):299-327
Zusammenfassung Der vorliegende Beitrag gibt einen überblick über theoretische Konzepte für die Analyse von Bildungsüberg?ngen und ihre Anwendung
in der empirischen Forschung. Bei der zusammenfassenden Darstellung des Forschungsstandes wurde der übergang von der Primar-in
die Sekundarstufe in den Fokus gerückt. Dieses Vorgehen lag darin begründet, dass der übergang von der Grundschule in die
Sekundarstufe I nach wie vor eine der wichtigsten Statuspassagen im Leben eines jungen Menschen ist. Bei dieser übergangsentscheidung
werden soziale und ethnische Disparit?ten des Kompetenzerwerbs und der Bildungsbeteiligung nicht nur im relativen Schulbesuch
der Sekundarstufe dokumentiert, sondern — nach allem was wir wissen — auch in erheblichem Ma?e verst?rkt.
Zuerst wurde ein theoretischer Bezugsrahmen vorgestellt, der vor allem auf den mikrosoziologischen Ansatz von Boudon (vgl. 1974) zurückgeht. Zentrale Elemente sind in diesem Zusammenhang die von Boudon vorgenommene Unterscheidung zwischen prim?ren und sekund?ren Effekten der Sozialschichtzugeh?rigkeit, die Integration werterwartungstheoretischer
Modellvorstellungen sowie eine theoretisch-inhaltliche Anbindung an die Analyse von Bildungsentscheidungen.
Einen Schwerpunkt des Beitrags bildete die Darstellung unterschiedlicher theoretischer Konzepte zur Analyse von Bildungsentscheidungen.
Dabei wurden sowohl soziologische als auch psychologische Modelle berücksichtigt. Die soziologischen und psychologischen Forschungstraditionen
verliefen bisher (erstaunlicherweise ohne wechselseitige Beeinflussung) parallel. Ausgehend von den Annahmen der Wert-Erwartungs-Theorie
gibt es in der Soziologie verschiedene Formalisierungen des Entscheidungsprozesses. Beispielhaft wurden hier die Arbeiten
von Erikson/Jonsson (vgl. 1996), Breen/Goldthorpe (vgl. 1997) sowie Esser (vgl. 1999) vorgestellt. Die in diesen Modellen vorgenommenen Formalisierungen stellen eine Adaptation des Grundmodells des
Wert-Erwartungs-Ansatzes dar und haben sich für die Analyse von Bildungsentscheidungen sowohl in der soziologischen als auch
in der erziehungswissenschaftlichen Forschung etabliert und bew?hrt. In der Psychologie sind werterwartungstheoretische Modelle
zwar umfassend empirisch (vor allem experimentell) untersucht sowie differenziert instrumentiert, wurden aber bislang nicht
explizit für die Analyse von Bildungsüberg?ngen angewendet. Sie integrieren, wie die hier berücksichtigten Ans?tze von Ajzen (vgl. 1991) und Eccles (vgl. Eccles u.a. 1983), oftmals ebenso wie die soziologischen Modelle Wert-und Erwartungskomponenten verschiedener Wahlalternativen und
spezifizieren diese zum einen weiter aus und erg?nzen zum anderen die Modelle durch Annahmen zu den psychologischen Wirkmechanismen
hinter diesen Komponenten. Unserem Erachten nach ist daher eine Verknüpfung und wechselseitige Erg?nzung soziologischer und
psychologischer Modelle ein vielversprechender Ansatz, um Bildungsentscheidungen und überg?nge im Bildungssystem zu analysieren.
相似文献
993.
The final grade of 1403 students enrolled in the first semester of the introductory, pre-professional physics course has been correlated with performance on a precourse diagnostic test of mathematical skills. The students were from a total of eight different sections taught by six separate instructors over a three year time span. The student population has been separated into two groups, those who completed the course (913 students) and those who dropped (490 students). The drops were assigned a “projected final grade”based on performance up to date of withdrawal. The Pearson product-moment correlation for students who completed the course is 0.418 and correlation for the drops is 0.232. Both correlations are significant at the p < 0.001 level. This study suggests that prior mathematical ability is a primary influence on performance in the course, and has a secondary influence on the tendency to drop out of the course. 相似文献
994.
995.
In Experiment 1, rats received escape training in which an exteroceptive feedback cue occurred in the safe box, and safe-box confinement durations of 5 or 20 sec were combined orthogonally with shock-box confinement durations of 5 or 20 sec. Exteroceptive feedback reliably facilitated escape performance relative to no-feedback controls when safe-box confinement was relatively longer than shock-box confinement. Confinement duration also facilitated performance in the absence of exteroceptive feedback. In Experiment 2, escape training with or without feedback was followed by extinction either with the feedback condition of prior training or with the opposite feedback condition. Feedback presentations in extinction reliably increased responding. Feedback removal reliably decreased responding relative to feedback controls. Introduction of feedback in extinction reliably enhanced performance relative to no-feedback controls. 相似文献
996.
The purpose of this article is to describe the effects that parent perceptions of their relationships with teachers have on
parent involvement. After providing a brief review of literature identifying the importance of parent–teacher relationship
formation, the authors provide suggestions for early childhood educators that will help them establish and maintain productive
relationships with the families that they serve. 相似文献
997.
Physiological and subjective measures of counselor anxiety were compared to determine if counselors experienced greater anxiety during a counseling interview than during a conversation, Twenty experienced rehabilitation counselors in a graduate-level practicum course volunteered to participate in a 10-minute conversation and counseling session. Anxiety was assessed by self-report skin conductance and heart-rate measures. Results indicated that there were no significant treatment, period, or interaction effects for heart-rate data; however, there was a significant period effect for conductance data. There were no significant differences for participants' self-report evaluations of the two situations. Baseline autonomic data were highly related to autonomic data during the anticipation and stimulus periods, and preexperimental self-report data were moderately related to postexperimental self-report data. Conclusions were that counselors experience comparable anxiety during counseling and conversing, that expectation accounts for most of the counselors' anxiety, and that baseline physiological and self-report data may prove useful in identifying counselors who would experience anxiety during an interview. 相似文献
998.
Based on a comprehensive review of the last twenty years of research on the influences of college on students, this article discusses conceptual and methodological recommendations for enhancing future assessment and college impact studies. The recommendations deal with isolating net college effects, studying the timing of change, estimating college effect sizes, examining indirect and conditional effects, and the potential benefits of qualitative approaches. Areas for future inquiry are also identified.Presented at the Annual Forum of the Association for Institutional Research, Louisville, KY, May 13–16, 1990. 相似文献
999.
D. T. Sobral 《Higher Education》1992,23(3):321-329
A 4-item affect scale portrayed on crosswise lines was developed and tested on medical students participating in preclinical courses with a view to measuring appeal as an educational outcome. This usage was based on assumptions that end-of-course adaptation could be derived from affect responses and should reflect the appeal of a course experience. Indeed, the results demonstrated that positive affect (pleasure, satisfaction) and negative affect (anxiety, grief) responses have substantial correlations with an independent measure of appeal: course valuing section scores of the Course Valuing Inventory. Moreover, students with various adaptation modes, as signalled by affect response patterns, showed significantly different means in course valuing scores. Significant differences were also shown in adaptation mode distribution among students finishing courses with distinct integration methods, or levels of learner control. As hypothesized, it was found that end-of-course adaptation modes differentiate between learners who do and do not volunteer for a student preceptorship in the same course. Findings suggest that affect responses can be used as a scale of course appeal to measure the effects of motivational strategies. 相似文献
1000.
Yuying Tsong Jennifer T. Young Jane Duong Killer Mary Ann Takemoto Brad Compliment 《Journal of College Student Psychotherapy》2019,33(2):131-144
With the high prevalence of college students experiencing psychological distress, it is becoming increasingly important to provide prevention and early intervention programs in addition to traditional psychological counseling services. This study examined the effectiveness of a suicide prevention program led by peer educators/trainers on a diverse college campus. Twenty-five suicide prevention workshops were conducted with 479 attendees. Preworkshop and postworkshop assessments revealed significant improvements in participants’ knowledge of suicide and resources. Recommendations for campus-wide suicide prevention efforts using diverse peer educators that reflect the students’ demographic and cultural background, recruitment strategies, and utilization of outreach programming in suicide prevention. 相似文献