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1.
基于进化心理学的相关理论,采用单类内隐联想测验(SC-IAT)探讨男女性对冒险行为信息的加工机制。结果发现,以反应时作为判断标准时,仅男性存在内隐联结效应,内隐效应的性别主效应显著,领域主效应不显著;进一步分析D分数发现两性均出现内隐联结效应,性别、领域主效应不显著。可见,冒险行为信息与求偶动机存在内隐联结,男女两性对冒险行为信息的加工存在一定的差异;两种领域的冒险行为信息对内隐联结效应不产生影响。  相似文献   
2.
Can a floating collection thrive in a large multicampus academic research library? Floating collections have been successful in public libraries for some time, but it is uncommon for academic libraries and unheard of for a large academic library system. This article will discuss the investigation into the feasibility of a floating collection at Penn State University Libraries, its implementation, and continuation for a period covering 2009 through 2015. Attaining the floating collection, limited to monographs in the general stacks of campus libraries, proved to be easier to implement than imagined and resulted in unintended benefits as well as some surprises.  相似文献   
3.
Professional learning is intended to improve teaching, benefit student learning and in the longer term improve achievement of targets in schools. When teachers take responsibility not only for their own learning but also for their colleagues’, it can lead to a shift in attitudes towards collaborative learning. This study presents an example of a professional learning community (PLC) based on teachers’ engagement in systematic inquiries. The aim of the study was to explore crucial factors during the process of critical friendship that could be related to a PLC. The research context was a series of shadowing sessions where teachers were expected to document teaching and provide feedback. The analyses are mainly based on documentation, in the form of shadowing logs produced when teachers study each other in action. Findings indicate that the role of critical friend was hard to internalise and that most of the teachers did not use it to its full potential for learning, according to the Vygotskian concept of the zone of proximal development. Three crucial factors for learning in a PLC are addressed: active choices related to teachers’ and students’ learning during different phases in the inquiry; the complexity of mastering several skills in action research at the same time; and the teachers’ attitudes to professional learning.  相似文献   
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5.
杨建君  张钊  梅晓芳 《科研管理》2012,33(3):36-41,80
以实证方法研究了股东与经理人之间的信任度、经理人风险承担、股东与经理人之间的信息不对称及企业创新绩效的关系。研究表明,股东与经理人的信任度越高,越有利于企业创新绩效的提高,股东与经理人的信任度对企业创新绩效有直接影响。股东与经理人信任度越高,经理人的风险承担意愿越强。经理人的风险承担意愿对企业创新绩效有正向影响。股东与经理人之间的信任度可以通过经理人的风险承担间接影响企业的创新绩效。信息不对称度的降低可以提高股东与经理人之间信任度对企业创新绩效的直接促进作用。本研究对现有的部分理论做出了有益的补充,为企业实践提供了一定的参考。  相似文献   
6.
Child characteristics including age, gender, risk-taking behaviour and sensation seeking are thought to influence children's ability to appraise risks. The present study investigated children's risk perceptions and appraisals in the context of common outdoor physical play activities. Risk perceptions and appraisal of four- and five-year olds were assessed using a pictorial risk appraisal measure and through individual semi-structured interviews examining children's decision-making. Sensation seeking and risk-taking behaviour were assessed using self- and parent-report measures. Results revealed that the children were able to identify injury risk behaviours however differentiating the severity of the potential injury was less accurate. Furthermore, the children appeared to use these judgements in their play to inform their behaviour whilst using playground equipment. Whilst they actively sought out those activities that offered challenge and excitement, they were aware of their abilities and showed caution in engaging in activities that were beyond their current capabilities. The results have implications for the provision of calculated risk-taking in outdoor play and for adult responses to the risk-taking behaviour of children.  相似文献   
7.
School connectedness has been shown to be an important protective factor in adolescent development, which is associated with reduced risk-taking behavior. Interventions to increase students’ connectedness to school commonly incorporate aspects of teacher training. To date, however, research on connectedness has largely been based on student survey data, with no reported research addressing teachers’ perceptions of students’ connectedness and its association with student behavior. This research attempted to address this gap in the literature through in-depth interviews with 14 school teachers and staff from two Australian high schools. Findings showed that teachers perceived students’ connectedness to be important in regard to reducing problem behavior, and discussed aspects of connectedness, including fairness and discipline, feeling valued, belonging and having teacher support, and being successfully engaged in school, as being particularly important. This research enables the development of school-based intervention programs that are based on both student- and teacher-focused research.  相似文献   
8.
单一采用交付主义原则很难适应错综复杂的经济生活。我国《合同法》应区分交付与所有权转移不同步的原因,只有在所有权保留买卖中可采用交付主义原则,而在其他情况下应采用物主负担风险原则。尤其必须明确的是,在商品房买卖合同中,除了开发商采用保留所有权的担保形式,其他交易方式包括一次性付款、按揭等等都应采用物主负担风险原则。  相似文献   
9.
杜晶  李健 《软科学》2017,(3):58-62
追溯股票期权问题的缘起,剖析理论研究中股票期权对于风险承担激励的正、负作用机理,梳理实证研究风险承担激励效应的计量与内生性问题的解决思路,对比非传统期权的特点与激励效应,并进行股票期权在中国现实中的运用分析.  相似文献   
10.
This paper investigates reasoned risk-taking in decision-making by school principals using a methodology that combines sequential use of psychometric and traditional measurement techniques. Risk-taking is defined as when decisions are made that are not compliant with the regulatory framework, the primary governance mechanism for public schools in Western Australia. This creates a dilemma for principals who need to be able to respond to the locally identified needs within a school, and simultaneously comply with all State and Commonwealth departmental requirements. A theoretical model was developed and data collected through the survey of a stratified random sample of principals in 253 Western Australian government schools. Rasch measurement was used to create a measurement scale. The hypotheses were tested used partial least squares structural equation modelling. This analysis provides evidence of the effect of governance structures, characteristics of schools and principals that influence decision-making in schools.  相似文献   
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