全文获取类型
收费全文 | 529篇 |
免费 | 65篇 |
国内免费 | 2篇 |
专业分类
管理学 | 31篇 |
民族学 | 2篇 |
人口学 | 8篇 |
丛书文集 | 25篇 |
理论方法论 | 257篇 |
综合类 | 122篇 |
社会学 | 144篇 |
统计学 | 7篇 |
出版年
2024年 | 3篇 |
2023年 | 21篇 |
2022年 | 11篇 |
2021年 | 11篇 |
2020年 | 26篇 |
2019年 | 25篇 |
2018年 | 26篇 |
2017年 | 31篇 |
2016年 | 23篇 |
2015年 | 28篇 |
2014年 | 36篇 |
2013年 | 99篇 |
2012年 | 29篇 |
2011年 | 25篇 |
2010年 | 15篇 |
2009年 | 19篇 |
2008年 | 25篇 |
2007年 | 22篇 |
2006年 | 28篇 |
2005年 | 13篇 |
2004年 | 8篇 |
2003年 | 13篇 |
2002年 | 6篇 |
2001年 | 12篇 |
2000年 | 8篇 |
1999年 | 2篇 |
1998年 | 6篇 |
1997年 | 7篇 |
1996年 | 2篇 |
1995年 | 5篇 |
1994年 | 5篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1987年 | 1篇 |
1985年 | 1篇 |
排序方式: 共有596条查询结果,搜索用时 15 毫秒
1.
《Social Development》2018,27(2):308-321
Sleep plays an important role in many aspects of children's development. Research on children's sleep and their peer relationships has begun to emerge in the last years. However, these studies are mostly cross‐sectional. The current study aimed to investigate the associations between infant sleep and peer relationships in middle childhood. The sample comprised 72 children. Sleep was measured at 1 year using a sleep diary completed by mothers. In the second and third grades of elementary school (7 and 8 years of age), mothers and fathers reported on their children's functioning with peers. When they were in third grade, children were interviewed regarding their friendship quality with a best friend. Results revealed negative associations between children's sleep consolidation (i.e., ratio of nighttime sleep) and parent‐reported peer problems, and positive associations between sleep consolidation and perceived friendship quality. These findings suggest that well‐regulated sleep in infancy may help children develop the skills necessary for later appropriate social functioning in peer contexts. 相似文献
2.
我国“研究性学习”研究综述 总被引:1,自引:0,他引:1
叶秀丹 《长沙师范专科学校学报》2006,(3)
研究性学习是近几年来我国教育领域提出的一个崭新课题。到目前为止,其理论和实践的探讨均取得了丰富的成果。本文简要梳理了我国研究性学习产生和发展的基本脉络,然后就研究性学习的价值追求、内涵和特征、课程目标、课程内容、课程实施和评价等方面的一些代表性观点,进行了概括性综述。 相似文献
3.
This study represents the first systematic attempt to examine a theory‐based program designed to reduce girls' social aggression and increase positive leadership among peers. Fifth‐grade girls from six public schools were randomly assigned within classrooms to the social aggression prevention program (SAPP) and the comparison reading clubs. A school‐based small group program, the SAPP was demonstrated to have a positive impact for all students in the domain of social problem solving. For students with high baseline social problems, teachers reported positive changes in SAPP participants' prosocial behavior. In addition, the content of the program was critical: reading club participants improved their reading achievement at greater rates than SAPP participants. Targeting female students in a program focused on resolving social conflicts from multiple perspectives may be an important addition to broader, multilevel initiatives to prevent aggression and promote leadership in schools. 相似文献
4.
目前国内外对重点实验室的评估主要采用专家评价等软评价方法,较少考虑科技投入和科技产出之间的关联关系。在对国内外重点实验室评估方法进行深入研究的基础上,利用灰色关联度分析指标内在的关联性,将其作为限制条件加入超效率DEA评价模型中,构建了基于灰色关联权重约束的超效率DEA评价模型,并应用于河北省省级重点实验室评估的实证分析。研究结果显示,此模型与传统的CCR模型和超效率DEA模型相比,既可以揭示科技投入和科技产出之间的内在联系,又可以保持DEA评价的客观性,与此同时,还可实现不同实验室评估结果的全排序,使得评估结果更加符合实际。 相似文献
5.
Peer sociometrics and teachers' friendship reports were compared in 2179 preschool dyads. One hundred twenty of 306 reciprocated friend dyads from peer sociometric data were also identified as good friends by their classroom teachers, and 301 of 600 of non‐reciprocated dyads in peer data were named as friends by one or both classroom teachers (overall kappa = .16). Friendship classifications from both peer and teacher data had significant relations with variables relevant to peer interactions, social skills, peer acceptance, and teacher‐rated scales (six of seven tests significant for peer data; five of eight significant for teacher data). Multilevel analyses indicated that friendship status effects were not qualified by classroom‐level differences. Findings suggest that sociometric tasks can identify preschoolers' peer friendships and that the range of correlates may be broader in peer‐choice data than in teachers' friendship evaluations. 相似文献
6.
7.
Relations Between Alphabetized Name Order and Nomination Counts in Peer Nomination Measures
下载免费PDF全文
![点击此处可从《Social Development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Peer nominations, a central method for measuring peer relationships in developmental research, typically involve asking children or adolescents to choose peers who fit various criteria from an alphabetized roster of classmates or grade‐mates. Although such measures have been used for decades, very little research has investigated the effects of alphabetical name order on the number of nominations received by peers. This study collected peer nominations for 20 items among 607 eighth grade participants in two schools. Regression analyses showed that earlier name order significantly predicted higher nomination counts for eight of the items, and explained over 5 percent of the variance in four affective variables (friendship, acceptance, acquaintanceship, and received liking). Across variables, name order effects were negatively correlated with internal reliability of nominations, implying that order effects may be related to the consensus of the peer group. Name order also had a minimal effect on inter‐correlations among a subset of variables. Implications and concrete recommendations for controlling and reducing name order effects in future research are discussed. 相似文献
8.
Lara Mayeux 《Social Development》2014,23(3):502-517
This study investigated a potential moderator of the association between popularity and relational aggression: social dominance orientation (SDO), the degree to which an individual endorses the importance of social hierarchy. One hundred eighty‐five ninth graders completed a sociometric assessment of RA and popularity, and a self‐report SDO measure. SDO was positively associated with popularity for both boys and girls, and with RA for girls. Popularity and RA were positively correlated for both genders. Regression analyses showed that SDO moderated the association between popularity and RA for girls, but not for boys. Girls who were both popular and who were social dominance‐oriented were particularly high in peer‐nominated RA. SDO may provide a useful framework for understanding the role of popularity in adolescent peer groups. 相似文献
9.
Marwan Diab Raija‐Leena Punamäki Esa Palosaari Samir R. Qouta 《Social Development》2014,23(2):215-231
Social resources are considered important protectors in traumatic conditions, but few studies have analyzed their role in psychosocial interventions among war‐affected children. We examined (1) whether a psychosocial intervention (teaching recovery techniques, TRT) is effective in improving peer and sibling relations, and (2) whether these potentially improved relations mediate the intervention's impacts on children's mental health. Participants were 428 Palestinian children [10–13 (mean = 11.29, standard deviation SD = .68)‐year‐old girls (49.4 percent) and boys (50.6 percent)], who were cluster‐randomized into the TRT and wait‐list control groups. They reported the quality of peer (friendship and loneliness) and sibling (intimacy, warmth, conflict, and rivalry) relations, and posttraumatic stress, depressive and psychological distress symptoms, as well as psychosocial well‐being at baseline (T1), postintervention (T2), and six month follow‐up (T3). Results showed gender‐specific TRT intervention effects: Loneliness in peer relations reduced among boys and sibling rivalry reduced among girls. The TRT prevented the increase in sibling conflict that happened in the control group. The mediating hypothesis was partially substantiated for improved peer relations, and beneficial changes in sibling relations were generally associated with improved mental health. 相似文献
10.
Recent research into school readiness has highlighted the importance of not only children's cognitive and socio‐emotional skills, but also the degree to which they have family support in the home. The current study examines the association between social success upon school entry and teacher‐ratings of school readiness as assessed by the Brief Early Skills and Support Index (BESSI), controlling for language ability. Importantly, social success was assessed using a “child's‐eye view” with peer‐reported assessments of both social preference and reciprocated friendships. A total of 244 children (131 boys, Mage = 61 months, SD = 4.78 months) in their first year of formal schooling participated. Child school readiness was found to be important for social preference, with the association being more marked for boys versus girls. Family support was the only independent predictor of children's reciprocated friendships. The use of the BESSI, with its broad scope compared to other measures of school readiness, highlights the importance of focusing both on a child's cognitive and socio‐emotional skills at school entry and their family support when exploring the association of school readiness to children's social success at the transition to formal schooling. 相似文献