全文获取类型
收费全文 | 89篇 |
免费 | 3篇 |
专业分类
教育 | 73篇 |
科学研究 | 2篇 |
各国文化 | 1篇 |
体育 | 4篇 |
信息传播 | 12篇 |
出版年
2021年 | 1篇 |
2020年 | 1篇 |
2019年 | 3篇 |
2018年 | 3篇 |
2017年 | 4篇 |
2016年 | 2篇 |
2015年 | 2篇 |
2014年 | 1篇 |
2013年 | 20篇 |
2012年 | 2篇 |
2011年 | 3篇 |
2010年 | 2篇 |
2009年 | 5篇 |
2008年 | 6篇 |
2006年 | 5篇 |
2005年 | 3篇 |
2002年 | 1篇 |
2000年 | 2篇 |
1999年 | 4篇 |
1998年 | 1篇 |
1996年 | 2篇 |
1993年 | 1篇 |
1991年 | 4篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 3篇 |
1984年 | 1篇 |
1983年 | 3篇 |
1982年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
排序方式: 共有92条查询结果,搜索用时 15 毫秒
1.
2.
3.
4.
Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes 总被引:3,自引:0,他引:3
Lia M. Daniels Tara L. Haynes Robert H. Stupnisky Raymond P. Perry Nancy E. Newall Reinhard Pekrun 《Contemporary educational psychology》2008,33(4):584-608
Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analysis over one academic year, the clusters were compared on cognitive appraisals (expected achievement, perceived success), achievement-related emotions (enjoyment, boredom, anxiety), and objective measures of academic achievement (final grade in Introductory Psychology, GPA). The low-motivation cluster demonstrated the least adaptive profile across all outcomes. The multiple-goals, mastery, and performance clusters showed equivalent levels of achievement; however, students in the performance cluster were more psychologically and emotionally vulnerable than the multiple-goals and mastery clusters. Our discussion focuses on the immediate and potentially long-term implications of specific goal combinations for students and educators, with particular attention to understanding the cognitive and emotional vulnerabilities of students in the performance cluster which appear despite satisfactory achievement levels. 相似文献
5.
6.
T. R. Haynes 《Learning, Media and Technology》1982,8(2):119-126
The paper describes the present state of the art of video programme production in Australian tertiary education, discusses the identity of the decision‐makers in the production sequence, and assesses the importance of video aesthetics. Against the background of some Australian media departments' production and hardware philosophy, the author describes four series of programmes produced at the ACUE. 相似文献
7.
Background: Systematic review articles support the advance of science and translation of research evidence into healthcare practice. Inaccurate retrieval from medline could limit access to reviews. Objective: To determine the quality of indexing systematic reviews and meta‐analyses in medline . Methods: The Clinical Hedges Database, containing the results of a hand search of 161 journals, was used to test medline indexing terms for their ability to retrieve systematic reviews that met predefined methodologic criteria (labelled as ‘pass’ review articles) and reviews that reported a meta‐analysis. Results: The Clinical Hedges Database contained 49 028 articles; 753 were ‘pass’ review articles (552 with a meta‐analysis). In total 758 review articles (independent of whether they passed) reported a meta‐analysis. The search strategy that retrieved the highest number of ‘pass’ systematic reviews achieved a sensitivity of 97.1%. The publication type ‘meta analysis’ had a false positive rate of 5.6% (95% CI 3.9 to 7.6), and false negative rate of 0.31% (95% CI 0.26 to 0.36) for retrieving systematic reviews that reported a meta‐analysis. Conclusions: Inaccuracies in indexing systematic reviews and meta‐analyses in medline can be partly overcome by a 5‐term search strategy. Introducing a publication type for systematic reviews of the literature could improve retrieval performance. 相似文献
8.
Kristin Semmens Matthew Taylor Matthew Klugman Lionel Frost John Hughson Richard Haynes 《国际体育史杂志》2013,30(9):1292-1306
9.
Christina S. Haynes 《International journal of qualitative studies in education》2013,26(8):998-1018
AbstractHigh achieving Black female students attending predominately-White institutions (PWIs) are stereotyped as being strong willed and celebrated for their resilience. On the surface, these narratives seem to compliment African American students for doing well. However, strong-Black-woman depictions trivialize the racism and sexism these women experience. Utilizing Black feminist geographic theory, I argue that colleges and universities can be “paradoxical spaces” for academically successful Black women: The sense of accomplishment that comes from performing at peak levels often gets undercut by the marginalization these women face on campus. Qualitative, open-ended interviews of 20 participants attending a large Midwestern PWI demonstrate that high achieving African American women relish the intellectual challenges of their academic pursuits, yet they also deal with intense feelings of isolation and frustration. 相似文献
10.