全文获取类型
| 收费全文 | 222篇 |
| 免费 | 5篇 |
专业分类
| 教育 | 143篇 |
| 科学研究 | 52篇 |
| 各国文化 | 2篇 |
| 体育 | 8篇 |
| 文化理论 | 4篇 |
| 信息传播 | 18篇 |
出版年
| 2021年 | 6篇 |
| 2020年 | 8篇 |
| 2019年 | 5篇 |
| 2018年 | 8篇 |
| 2017年 | 7篇 |
| 2016年 | 7篇 |
| 2015年 | 3篇 |
| 2014年 | 7篇 |
| 2013年 | 62篇 |
| 2012年 | 5篇 |
| 2011年 | 2篇 |
| 2010年 | 4篇 |
| 2009年 | 3篇 |
| 2007年 | 2篇 |
| 2006年 | 3篇 |
| 2005年 | 2篇 |
| 2004年 | 5篇 |
| 2003年 | 3篇 |
| 2002年 | 4篇 |
| 2001年 | 4篇 |
| 1997年 | 2篇 |
| 1994年 | 2篇 |
| 1993年 | 5篇 |
| 1992年 | 3篇 |
| 1987年 | 2篇 |
| 1984年 | 3篇 |
| 1982年 | 2篇 |
| 1978年 | 2篇 |
| 1974年 | 3篇 |
| 1969年 | 2篇 |
| 1962年 | 2篇 |
| 1961年 | 2篇 |
| 1960年 | 1篇 |
| 1942年 | 1篇 |
| 1927年 | 1篇 |
| 1926年 | 1篇 |
| 1925年 | 2篇 |
| 1924年 | 1篇 |
| 1922年 | 1篇 |
| 1921年 | 1篇 |
| 1920年 | 1篇 |
| 1919年 | 1篇 |
| 1918年 | 2篇 |
| 1910年 | 1篇 |
| 1908年 | 3篇 |
| 1905年 | 2篇 |
| 1900年 | 1篇 |
| 1895年 | 1篇 |
| 1890年 | 5篇 |
| 1889年 | 8篇 |
排序方式： 共有227条查询结果，搜索用时 0 毫秒
171.
172.
Using the Social Cognitive Theory as a theoretical framework, this study evaluated a 4-month, individual cognitive-behavioral
intervention program to decrease burnout and increase self-efficacy, engagement, and performance among university students.
The main objective of the intervention was to decrease the anxiety the students coped with before exams in order to increase
their beliefs of self-efficacy. Besides the study group intervened, two control groups were involved (i.e., a “stressed” control
group and a “healthy” control group). All 3 groups filled out a questionnaire before the intervention and then again 6 months
later (2 months after the intervention was completed). The results show that self-efficacy, engagement and performance increased
in the intervened group when compared to both control groups. Regarding burnout, decreases were noted in both the intervened
and stressed control groups but not in the healthy control group. The implications of the study are discussed, together with
its limitations and suggestions for future research. 相似文献
173.
174.
Edgar Meij Dolf Trieschnigg Maarten de Rijke Wessel Kraaij 《Information processing & management》2010
Over the years, various meta-languages have been used to manually enrich documents with conceptual knowledge of some kind. Examples include keyword assignment to citations or, more recently, tags to websites. In this paper we propose generative concept models as an extension to query modeling within the language modeling framework, which leverages these conceptual annotations to improve retrieval. By means of relevance feedback the original query is translated into a conceptual representation, which is subsequently used to update the query model. 相似文献
175.
176.
177.
178.
179.
180.
This paper explores the nature of Information Management (IM) pedagogic practice within UK higher education (HE), by exploring the history of IM and teasing out what this may mean for its teaching. Empirical evidence is considered from both qualitative and quantitative data analysis perspectives through the application of Grounded theory. 相似文献