全文获取类型
收费全文 | 308篇 |
免费 | 5篇 |
国内免费 | 1篇 |
专业分类
教育 | 262篇 |
科学研究 | 8篇 |
各国文化 | 6篇 |
体育 | 8篇 |
文化理论 | 1篇 |
信息传播 | 29篇 |
出版年
2023年 | 1篇 |
2022年 | 2篇 |
2021年 | 9篇 |
2020年 | 2篇 |
2019年 | 9篇 |
2018年 | 16篇 |
2017年 | 11篇 |
2016年 | 12篇 |
2015年 | 7篇 |
2014年 | 13篇 |
2013年 | 74篇 |
2012年 | 7篇 |
2011年 | 13篇 |
2010年 | 6篇 |
2009年 | 6篇 |
2008年 | 5篇 |
2007年 | 9篇 |
2006年 | 8篇 |
2005年 | 9篇 |
2004年 | 5篇 |
2003年 | 7篇 |
2002年 | 7篇 |
2001年 | 2篇 |
2000年 | 7篇 |
1999年 | 3篇 |
1998年 | 1篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 1篇 |
1991年 | 6篇 |
1990年 | 1篇 |
1989年 | 3篇 |
1987年 | 1篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1969年 | 3篇 |
1963年 | 1篇 |
1961年 | 1篇 |
1960年 | 1篇 |
排序方式: 共有314条查询结果,搜索用时 343 毫秒
61.
62.
Marian J. Bakermans‐Kranenburg Howard Steele Charles H. Zeanah Rifkat J. Muhamedrahimov Panayiota Vorria Natasha A. Dobrova‐Krol Miriam Steele Marinus H. van IJzendoorn Femmie Juffer Megan R. Gunnar 《Monographs of the Society for Research in Child Development》2011,76(4):62-91
Attachment has been assessed in the extreme environment of orphanages, but an important issue to be addressed in this chapter is whether in addition to standard assessment procedures, such as the Strange Situation, the lack of a specific attachment in some institutionalized children should be taken into account given the limits to the development of stable relationships in institutionalized care. In addition, this chapter discusses disinhibited or indiscriminately friendly behavior that is often seen in institutionalized children. Enhanced caregiving quality alone appears to be insufficient to diminish indiscriminate behavior, at least in some children, as evidenced by the persistence of indiscriminate behavior in children adopted out of institutions into adoptive families. We suggest that the etiology and function of indiscriminate, “friendly” behavior may be different for institutionalized versus not‐institutionalized children. In the first case it may reflect a distortion or disruption of early attachment relationships; in the latter case it is likely to result from the lack of expected input in the form of contingent interactions with a stable caregiver in early life. We try to delineate infant and caregiver characteristics that are associated with secure attachment in institutional settings, given the inevitable fact that large numbers of infants worldwide are being raised, and will be raised, in contexts of institutional care. We conclude that much further study is needed of the development of children's attachments following adoption out of an institutional setting. 相似文献
63.
Multiple victimization experiences of urban elementary school students: associations with psychosocial functioning and academic performance 总被引:4,自引:0,他引:4
OBJECTIVE: This study explored the victimization experiences of urban elementary school students to determine whether subsets of youth emerged with similar victimization profiles (e.g., no victimization, multiple types of victimization). It also evaluated whether multiple victimization was associated with greater psychological distress and lower academic performance. METHODS: Participants were 689 fifth grade students from an urban, ethnically diverse school district in the Northeast. Youth completed self-report measures in school about bullying victimization, victimization in the home and community, and psychosocial functioning. RESULTS: Cluster analysis suggested the existence of three distinct youth profiles: those with minimal victimization, those victimized primarily by their peers, and those with multiple types of victimizations. As hypothesized, youth with multiple victimizations experienced more psychological distress and earned lower grades than their peers. CONCLUSIONS: Findings highlight the heterogeneity of youth victimization experiences and their relations to functioning, and have implications for treatment planning among practitioners working with youth. 相似文献
64.
二十年来,大规模学生评估对教育研究、学校体系和教育政策产生了深远影响."国际中学生评估项目"(PISA)、"国际学生数学与科学能力动态项目"(TIMSS)和"国际学生阅读能力进步研究项目"(PIRLS)使各个国家学生成绩值具有一定可比性,由此,人们能更细致地从学校内部来观察不同国家学校工作的差异度.大规模学生评估还为学校发展、教育领导以及学生成绩的改进提供必要数据.本文以PIRLS为例,旨在从德国视角为中国今后开展大规模国际学生评估提供借鉴. 相似文献
65.
66.
67.
68.
69.
70.