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561.
In this paper, Anbar's (1983) approach for estimating a difference between two binomial proportions is discussed with respect to a hypothesis testing problem. Such an approach results in two possible testing strategies. While the results of the tests are expected to agree for a large sample size when two proportions are equal, the tests are shown to perform quite differently in terms of their probabilities of a Type I error for selected sample sizes. Moreover, the tests can lead to different conclusions, which is illustrated via a simple example; and the probability of such cases can be relatively large. In an attempt to improve the tests while preserving their relative simplicity feature, a modified test is proposed. The performance of this test and a conventional test based on normal approximation is assessed. It is shown that the modified Anbar's test better controls the probability of a Type I error for moderate sample sizes. 相似文献
562.
Pankratz MM Jackson-Newsom J Giles SM Ringwalt CL Bliss K Bell ML 《Journal of drug education》2006,36(4):317-333
There is now ample evidence that teachers tend to make substantial modifications to both the prescribed content and methods of the curricula they administer, and that such modifications are likely to attenuate curricula effects. We examine the fidelity with which teachers implement "Protecting You, Protecting Me," an underage alcohol use prevention curriculum. Findings suggest that while teachers attempted to implement most sections of a lesson, the lessons taught were consistently--and often extensively--adapted. We conclude that since teachers are likely to continue to modify lessons, curriculum developers and trainers should enhance their understanding of how prevention curricula are taught under real world conditions, help teachers to reinforce key curriculum concepts, and consider modifying those curricular sections that teachers are adapting with greatest frequency. 相似文献
563.
Zaslow M Halle T Martin L Cabrera N Calkins J Pitzer L Margie NG 《Evaluation review》2006,30(5):577-610
This article assesses whether there are methodological problems with child outcome measures that may contribute to the small associations between child care quality and child outcomes found in the literature. Outcome measures used in 65 studies of child care quality published between 1979 and December 2005 were examined, taking the previous review by Vandell and Wolfe (2000) as the starting point. Serious methodological problems were not pervasive for child outcome measures. However, methodological concerns were most prevalent among measures of socioemotional development. Furthermore, psychometric information on outcome measures was often missing from published reports, and health outcomes and approaches to learning were infrequently studied. Future research should address alignment issues between aspects of quality and the specific child outcomes chosen for study. 相似文献
564.
565.
Julia D. McQuade Rosanna Breaux Annah R. Cash Nicholas J. Horton Margaret A. Azu Daylin Delgado 《Social Development》2023,32(4):1374-1393
Although parent ratings, adolescent ratings, and observations are all utilized to measure parent emotion socialization during adolescence, there is a lack of research examining measurement differences and concordance. Thus, the present study compared three measures of parent supportive and nonsupportive emotion socialization and examined whether parent and adolescent emotion dysregulation differentially related to these measures or moderated concordance across measures. Participants were a community sample of 92 adolescent-parent dyads. Adolescents were 13–17 years-old (M = 15.5, SD = 1.1), 41 were female and 51 were male; 87% of parents identified as mothers. Observed emotion socialization was coded during a parent-adolescent conflict discussion task. The adolescent and parent also rated the parent's supportive and nonsupportive reactions to the adolescent's negative emotions; they each also rated their own emotion dysregulation. Due to data collection timing, COVID-19 family stress was also assessed and explored as a covariate in analyses. Bivariate correlations indicated that there were weak and non-significant correlations across emotion socialization measures. Multilevel models indicated that measures of parent emotion socialization were differentially associated with adolescent emotion dysregulation, with adolescent emotion dysregulation relating significantly to adolescent ratings, but not observations or parent ratings, of parent emotion socialization. In addition, multiple regressions indicated that there was less concordance across measures when parents were higher in emotion dysregulation. Results suggest that measurement may influence researchers’ conclusions about how youth adjustment relates to parent emotion socialization. Additionally, there may be even lower agreement across measures of parent emotion socialization when parents have emotional challenges. 相似文献