全文获取类型
收费全文 | 1343篇 |
免费 | 72篇 |
国内免费 | 62篇 |
出版年
2023年 | 12篇 |
2021年 | 16篇 |
2020年 | 24篇 |
2019年 | 22篇 |
2018年 | 26篇 |
2017年 | 43篇 |
2016年 | 34篇 |
2015年 | 20篇 |
2014年 | 27篇 |
2013年 | 126篇 |
2012年 | 56篇 |
2011年 | 62篇 |
2010年 | 34篇 |
2009年 | 45篇 |
2008年 | 63篇 |
2007年 | 67篇 |
2006年 | 73篇 |
2005年 | 55篇 |
2004年 | 40篇 |
2003年 | 38篇 |
2002年 | 24篇 |
2001年 | 26篇 |
2000年 | 30篇 |
1999年 | 26篇 |
1998年 | 16篇 |
1997年 | 20篇 |
1996年 | 13篇 |
1995年 | 15篇 |
1994年 | 13篇 |
1992年 | 14篇 |
1991年 | 13篇 |
1990年 | 11篇 |
1989年 | 12篇 |
1988年 | 11篇 |
1987年 | 11篇 |
1986年 | 18篇 |
1985年 | 25篇 |
1984年 | 18篇 |
1983年 | 18篇 |
1982年 | 18篇 |
1981年 | 16篇 |
1980年 | 17篇 |
1979年 | 10篇 |
1978年 | 22篇 |
1977年 | 18篇 |
1975年 | 11篇 |
1973年 | 8篇 |
1971年 | 13篇 |
1968年 | 8篇 |
1966年 | 8篇 |
排序方式: 共有1477条查询结果,搜索用时 31 毫秒
101.
Evidence from recent studies suggests that the method used to assess self-enhancement can influence the interpretation of findings on the existence of self-enhancement among East Asians. Circumventing many of the methodological problems associated with previous studies, we conducted a cross-cultural study that contrasted participants’ self-evaluations of personality traits with peer ratings. Specifically, East Asian and European American participants provided separate self- and peer-ratings on measures of individualistically- and collectivistically-valued traits in a round-robin design. Results revealed greater self-enhancement tendency among European Americans on both traits. Moreover, European Americans, but not East Asians, provided self-ratings that were more positive than peer-ratings. These findings challenge claims regarding the use of tactical self-enhancement among East Asians. 相似文献
102.
Although homework completion is said to be rather important to achievement, nowadays there is a growing concern of educators about the increasing number of students who do not engage properly on doing the homework tasks and the subsequent impact on school failure rates. Focusing on English as a Foreign Language (EFL) and using a sample of 591 Portuguese fifth and sixth graders, the present study analyses the role played by a number of homework variables on students' achievement (proximal and distal), and their mediating role on the use of self-regulated learning strategies and perceived self-efficacy in the domain. Data confirm the indirect effect of homework on school achievement, by means of the referred cognitive and motivational variables (use of self-regulated learning strategies and self-efficacy). These findings are further discussed in order to highlight the significant role homework completion can play on fighting school failure. 相似文献
103.
This paper tests the efficacy of an intervention program in virtual format intended to train studying and self-regulation strategies in university students. The aim of this intervention is to promote a series of strategies which allow students to manage their learning processes in a more proficient and autonomous way. The program has been developed in Moodle format and hosted by the Virtual Campus of the University of Oviedo. The present study had a semi-experimental design, included an experimental group (n=167) and a control one (n=206), and used pretest and posttest measures (self-regulated learning strategies' declarative knowledge, self-regulated learning macro-strategy planning-execution-assessment, self-regulated learning strategies on text, surface and deep learning approaches, and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge, general and on text use of learning strategies, increased their deep approach to learning, decreased their use of a surface approach and, in what concerns to academic achievement, statistically significant differences have been found in favour of the experimental group. 相似文献
104.
This paper describes the development of a self-report scale for adolescents to assess positive youth development values. It presents a substantial number of psychometric results performed on a sample of 2,400 adolescents (1,068 boys and 1,332 girls) from 12 to 17 years ( M = 14.73, SD = 1.25), who were studying secondary education in Western Andalusia. The results provide evidence of the psychometric quality of items, cross-validity of a structure of eight first-order factors and three second-order factors, obtained through exploratory and confirmatory factor analysis, and adequate reliability. This study concludes that the scale presents adequate evidence of validity and reliability that allows assessment, especially in school contexts, of a broad set of values of particular relevance to positive youth development. 相似文献
105.
This study focused on strengths and variables that contribute to marital successes for couples with children with autism spectrum disorders (in this article, referred to as “autism”). Particularly, the purpose of this study was to examine what husbands and wives with children with autism in contrast to couples with children who are typically developing identify as helpful to maintaining their marriages. Concept mapping methodology was used for this research study. Couples with children with autism and couples with children who are typically developing participated in telephone interviews and then grouped and rated the statements generated from their interviews. Groupings were translated into pictorial maps showing relationships and patterns. Couples with children with autism shared common perceptions about factors that help to keep their marriages strong: communication and shared foundational ideas about marriage. Communication was a cluster for all groups of husbands and wives. Only mothers of children with autism identified time for self-care as a distinct cluster. 相似文献
106.
107.
Feng Su 《Journal of Beliefs & Values》2018,39(3):330-343
This article proposes a conceptualisation of dialogic spaciality, and advances our understandings of the dynamic interplay of dialogic space (where meaningful conversations take place) and place (a geographic location) and the influence these have on academic life. The conceptualisation is developed from a qualitative study which focused on the relationship of dialogue, space and intellectual encounters in faith-based higher education settings in England. The article highlights the significance of dialogue in these institutions because of the emphasis traditionally placed on conversation in the Christian university tradition. It concludes that dialogic spaciality may counter elements of non-reflexive and performative ethos as something that is transferable to other universities. 相似文献
108.
109.
Do Subtle Linguistic Interventions Priming a Social Identity as a Voter Have Outsized Effects on Voter Turnout? Evidence From a New Replication Experiment
下载免费PDF全文
![点击此处可从《Political psychology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
An ongoing debate in political psychology is about whether small wording differences have outsized behavioral effects. A leading example is whether subtle linguistic cues embedded in voter mobilization messages dramatically increase turnout. An initial study analyzing two small‐scale field experiments argued that describing someone as a voter (noun) instead of one who votes (verb) increases turnout rates 11 to 14 points because the noun activates a person's social identity as a voter. A subsequent study analyzing a large‐scale field experiment challenged this claim and found no effect. But questions about the initial claim's domain of applicability persist. The subsequent study may not have reproduced the conditions necessary for the psychological phenomenon to occur, specifically the electoral contexts were not competitive or important enough for the social identity to matter. To address the first of these critiques, as well as other potential explanations for different results between the first two studies, we conduct a large‐scale replication field experiment. We find no evidence that this minor wording change increases turnout levels. This research provides new evidence that the strategy of invoking the self does not appear to consistently increase turnout and calls into question whether subtle linguistic cues have outsized behavioral effects. 相似文献
110.
Su Hyoun Park Leeland L. Rogers Timothy J. Vickery 《Attention, perception & psychophysics》2018,80(6):1409-1419
Humans are adept at learning regularities in a visual environment, even without explicit cues to structure and in the absence of instruction—this has been termed “visual statistical learning” (VSL). The nature of the representations resulting from VSL are still poorly understood. In five experiments, we examined the specificity of temporal VSL representations. In Experiments 1A, 1B, and 2, we compared recognition rates of triplets and all embedded pairs to chance. Robust learning of all structures was evident, and even pairs of non-adjacent items in a sequentially presented triplet (AC extracted from a triplet composed of ABC) were recognized at above-chance levels. In Experiment 3, we asked whether people could recognize rearranged pairs to examine the flexibility of learned representations. Recognition of all possible orders of target triplets and pairs was significantly higher than chance, and there were no differences between canonical orderings and their corresponding randomized orderings, suggesting that learners were not dependent upon originally experienced stimulus orderings to recognize co-occurrence. Experiment 4 demonstrates the essential role of an interstitial item in VSL representations. By comparing the learning of quadruplet sets (e.g., ABCD) and triplet sets (e.g., ABC), we found learning of AC and BD in ABCD (quadruplet) sets were better than the learning of AC in ABC (triplet) sets. This pattern of results might result from the critical role of interstitial items in statistical learning. In short, our work supports the idea of generalized representation in VSL and provides evidence about how this representation is structured. 相似文献