首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   145篇
  免费   2篇
  国内免费   2篇
教育   110篇
科学研究   15篇
各国文化   2篇
体育   11篇
综合类   3篇
信息传播   8篇
  2023年   7篇
  2022年   14篇
  2021年   16篇
  2020年   13篇
  2019年   15篇
  2018年   7篇
  2017年   12篇
  2016年   5篇
  2015年   4篇
  2014年   10篇
  2013年   10篇
  2012年   8篇
  2011年   8篇
  2010年   4篇
  2009年   5篇
  2008年   6篇
  2007年   2篇
  2006年   2篇
  2005年   1篇
排序方式: 共有149条查询结果,搜索用时 16 毫秒
1.
Higher education institutions are trying to provide more flexibility and individualization, which is mainly realized through the use of new technologies and implemented in online or blended learning designs. This systematic review aims to investigate the impact of replacing classroom time with an online learning environment. The meta-analysis (k = 21 effect sizes) applied strict inclusion criteria concerning research design, measurement of learning outcomes and implementation of blended learning. The estimated effect size (Hedge's g) was positive, although not significantly different from zero and the confidence interval [-0.13, 0.25], suggesting that overall differences between blended and conventional classroom learning are small, and, at best, very small negative or moderate positive effects are plausible. This means that despite a reduction in classroom time between 30 and 79 per cent, equivalent learning outcomes were found. Consequently, blended learning with reduced classroom time is not systematically more or less effective than conventional classroom learning.  相似文献   
2.
Numerous reasons regarding why people should seek health information exist, but empirical evidence has indicated that factors that influence health information seeking (HIS) differ according to the context. To make suggestions based on explicit and judicious use of the best available evidence, a meta-analytic review was undertaken. In the present review, 16 electronic databases were searched up to July 2019, empirical results of 71 primary studies that met inclusion criteria were coded, and seven antecedents that commonly affect HIS behavior were examined. We obtained 204 correlation coefficients from 90 independent subsets with a total of 74,171 respondents. The results indicated that self-efficacy (ESr = 0.254), health literacy (ESr = 0.222), availability (ESr = 0.412), credibility (ESr = 0.308), emotional response (ESr = 0.090), and subjective norms (ESr = 0.443) substantially influenced individuals’ HIS, and subjective norms was the most influential factor. Individuals’ behavior usually aligns with the opinions of other critical individuals in their lives, and this phenomenon was observed in the present study of the HIS context. In addition, eight variables were examined as potential moderators (i.e., roles of samples, gender, average age, topic, information channel, type of publication, data collecting method, and sampling method); statistically significant effects on some of the aggregated correlations were noted for all of these variables.  相似文献   
3.
The success of inclusive education is dependent upon classroom teachers implementing adaptations for children with disabilities. Given that willingness to make such adaptations is influenced by teacher attitudes, the current study examined teachers’ attitudes towards inclusive education through a meta-analysis of 64 samples that were found via a systematic literature search. The results indicated that teachers hold a positive attitude towards inclusion of children with disabilities in mainstream schools and that these attitudes are moderated by an interplay of cultural and demographical factors. The findings offer a renewed basis for intervention research into improving educational opportunities for children around the world.  相似文献   
4.
Children’s biases toward their peers with intellectual disabilities tend to have negative developmental and social consequences for those with intellectual disabilities. As a result, researchers developed intervention programs to reduce biases toward children with intellectual disabilities. This meta-analysis is a quantitative summary of 59 studies and 144 hypothesis tests involving intervention programs to change children’s attitudes toward their peers with intellectual disabilities. Results revealed an overall significant effect (d = 0.44): following intervention programs, children’s attitudes toward their peers with intellectual disabilities increased. Moderators indicate that the most effective interventions were those that occurred over multiple sessions, involved active engagement in multiple strategies and social interactions, emphasized equal status contact that was unstructured or indirect, and had little adult guidance. Interventions had no effect on changing children’s perceptions of competence and participants in junior high had more negative attitudes following the interventions. Findings provide guidance for researchers, educators, and counselors who seek methodologies to reduce biases toward children with intellectual disabilities.  相似文献   
5.
【目的】 为期刊编辑及时、准确地处理Meta分析类稿件提供参考依据,以期提高期刊编辑的工作效率和期刊来稿质量。【方法】 调查2011年11月1日—2017年11月1日《中国卫生统计杂志》在线投稿系统中Meta分析类稿件,深入分析119篇样本稿件的审理过程,归纳退稿原因并总结审稿策略。【结果】 119篇稿件中,仅33篇稿件已发表,20篇稿件仍在审理过程中,66篇稿件被退稿。退稿原因包括选题创新性差、文献检索不当、文献纳入与排除标准不严谨、流程图不规范、异质性分析不当、发表偏倚分析不当、讨论欠佳等。【结论】 编辑审读Meta分析类稿件时,应加强主题选取和相关文献的搜集、纳入文献的筛选方法及质量评价、数据的统计学处理和结果解释4个方面的审查,减少不合格文献的数量。  相似文献   
6.
[目的/意义] 针对已有虚拟社区知识共享意愿与行为影响因素实证研究结果之间的不一致问题,对该领域相关实证研究加以梳理和再分析。[方法/过程] 利用元分析方法,通过系统收集和虚拟社区知识共享意愿与行为相关的实证研究文献,梳理和识别影响知识共享意愿与行为的关键因素,并通过异质性检验和分组分析,探索不同研究之间存在不一致性的原因,从而检验调节变量的影响。[结果/结论] 研究发现,对知识共享意愿与行为具有显著正向影响的因素分别有10个、14个,其中利他主义和知识共享态度对知识共享意愿的影响最大,结果期望、共同语言、主观规范和身份认同是影响知识共享行为最显著的变量。同时,研究识别了社区类型和研究情境是不同研究异质性的部分来源,具有一定的调节效应。通过梳理和识别知识共享意愿与行为的影响因素和调节因素,可为虚拟社区管理者提供参考,为该领域后续研究提供更好的理论基础。  相似文献   
7.
8.
Extant research on technology acceptance has devoted considerable attention to the relationship between behavioral intention (BI) and system use (SU) over time. However, the empirical results have been mixed—studies have found BI to both influence and not influence SU. Studies that examined the BI→SU relationship have employed different research models and research designs. Prior research models have examined direct effects on SU, indirect effects on SU through BI, the moderator effects on BI→SU, and the mediating role of BI in BI→SU. Studies have employed different types of respondents, information technologies, geographic regions, voluntariness, and measurement designs. This study proposes that such differences in research models and designs contribute to the mixed results for BI→SU, and reports a meta-analysis of findings reported in 113 prior studies along with a critical review of the BI→SU relationship. While no significant differences were found in the results for the BI→SU relationship across various research design characteristics, this study finds that the measurement of SU has been conflated with future and current or past behavior, direct and indirect effects on SU impact BI→SU, BI is modeled to fully and partially mediate the effects of other variables on SU, and moderators for the BI→SU relationship may be necessary. This study identifies several directions for future research and underlines the need to rethink the link between BI and SU.  相似文献   
9.
It is often assumed that interventions aimed at supporting students’ self-regulated learning (SRL) are effective for improving achievement because these interventions support SRL activity. In this study, meta-analytic structural equation modeling (MASEM) was used to test whether SRL activity indeed mediates the effect of SRL interventions on achievement in higher education. Contrary to popular belief, the results only provide evidence for partial mediation. Furthermore, three separate meta-analyses were performed to investigate the role of possible moderators of the relations between: (1) SRL interventions and achievement, (2) SRL interventions and SRL activity, and (3) SRL activity and achievement. Although SRL interventions were effective in improving SRL activity and achievement, most of the study, measurement, and intervention moderators did not explain significant variance of the investigated effect sizes. Other factors, such as task motivation and time on task, potentially influence the effectiveness of SRL interventions. Practical, theoretical and methodological implications are provided.  相似文献   
10.
Project-based learning is generally considered an alternative to traditional, teacher-led instruction. However, there is a noticeable lack of meta-analyses with regard to determining its overall effects on students' academic achievement, and what study features may moderate the impacts of project-based learning. This study thus performed a meta-analysis to synthesize existing research that compared the effects of project-based learning and those of traditional instruction on student academic achievement. Forty-six effect sizes (comparisons) extracted from 30 eligible journal articles published from 1998 to 2017 were analyzed, representing 12,585 students from 189 schools in nine countries. The results showed that the overall mean weighted effect size (d+) was 0.71, indicating that project-based learning has a medium to large positive effect on students' academic achievement compared with traditional instruction. In addition, the mean effect size was affected by subject area, school location, hours of instruction, and information technology support, but not by educational stage and small group size.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号