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Higher levels of parenting stress and lower levels of parental competency have been shown to adversely affect a variety of child outcomes such as both externalizing and internalizing behavior problems. Behavioral parent training programs simultaneously decrease parenting stress while increasing parental competency. Recent research has focused on possible mechanisms of change that influence the efficacy of behavioral parent training programs. The present study examined parental competency, specifically parental efficacy and satisfaction, as mechanisms of change in the relationship between attendance in the Parenting Our Children to Excellence (PACE) program and long-term levels of parenting stress. Six hundred and ten parents participated in the PACE parenting program and measures were collected at pre-treatment, post-treatment, and follow-up. Path analysis was utilized to test parental competency as a mediator between engagement in PACE and follow-up parenting stress. Parental satisfaction, one factor of parental competency, was found to be a significant mediator between engagement in PACE and follow-up parenting stress. This study has important implications in further identifying mechanisms of change within behavioral parent training programs. 相似文献
974.
Joyce P. Yang Jane M. Simoni Sapna Cheryan Cheng-shi Shiu Weiti Chen Hongxin Zhao Hongzhou Lu 《Cognitive and behavioral practice》2018,25(2):319-334
In China, where there are few mental health resources, the majority of HIV-related efforts have focused on medical treatment and transmission prevention rather than psychosocial support. Yet people living with HIV/AIDS (PLWHA) report high levels of psychological distress, especially upon first receiving their HIV diagnosis. We conducted mixed methods research of a qualitative study with (N = 31) individual interviews and 3 focus groups (n = 6 in each group) of HIV-affected participants, and a quantitative survey (N = 200) with individuals living with HIV in Shanghai and Beijing, China. Our qualitative data revealed themes of forms of distress experienced and types of psychosocial support that our participants wished they could have accessed upon diagnosis as well as suggestions for intervention structure that would be most feasible and acceptable. Our quantitative surveys provided further evidence of the high degree of psychosocial distress among recently diagnosed PLWHA. Our findings informed the development of the Psychology Toolbox intervention, a brief CBT skills-based intervention comprising cognitive restructuring, behavioral activation, and paced breathing, designed to be integrated into primary care for recently diagnosed PLWHA. This study describes the intervention development process and contents of each session. Future research should evaluate the intervention for efficacy as well as examine best strategies for eventual implementation and dissemination. 相似文献
975.
Responses to Lucretia B. Yaghjian's “Pedagogical challenges in teaching ESOL/multilingual writers in theological education” 下载免费PDF全文
Steed Vernyl Davidson Sheryl A. Kujawa‐Holbrook Ahsah Kyuelna Angela Wendy Tankersley Hyo‐Dong Lee Carmen M. Nanko‐Fernández 《Teaching Theology & Religion》2018,21(3):177-184
This article consists of four brief responses to Lucretia B. Yaghjian's “Pedagogical challenges in teaching ESOL/Multilingual writers in theological education,” published in this issue of the journal. 相似文献
976.
Christina Lau Anastasia Kitsantas Angela D. Miller Ellen B. Drogin Rodgers 《Social Psychology of Education》2018,21(3):603-620
The purpose of this study was to assess the interrelationship of elementary students’ perceived responsibility for learning, self-efficacy, and sources of self-efficacy in mathematics, and differentiation as a function of gender and grade level. Participants in this study included 442 third-, fourth-, and fifth-grade students from U.S. International Baccalaureate schools. Self-report measures were used to assess key study variables. Students in grade five reported higher levels of mathematics self-efficacy and perceived responsibility for learning than those in grade three. Grade four students also reported higher levels of perceived responsibility than grade three students. In addition, regression results revealed that mastery experience, vicarious experience, social persuasion, and physiological state accounted for a significant amount of variance in students’ mathematics self-efficacy, with social persuasion being the strongest predictor. Educational implications for practice within the context of International Baccalaureate schools are discussed. 相似文献
977.
Theresa Van Lith Angela Quintero Elissa Pizzutto Joseph G. Grzywacz 《Journal of Infant, Child, and Adolescent Psychotherapy》2018,17(3):213-228
Children of Latino farm worker families risk experiencing emotional and behavioral issues. Yet mental health resources are often inaccessible because of transportation and communication disparities. Subsequently, there is a need for accessible therapy-based programs which cross language and cultural barriers. The pilot study, la Escuelita Arte Terapia, sought to address the compounding needs of the children by running a six-week art therapy protocol within a Latino farm worker community in southern Georgia. The average attendance was 95 percent, with approximately 25 children between the ages of 2 and 7 attending each session. Observational data revealed that several therapeutic goals were successful in building internal resiliency while working to reduce risk factors and improve the participant’s school-readiness. Specifically, participants displayed increased developments in their fine and gross motor skills, creative development, emotional expression, behavioral focus, and social engagement. Several factors contributed to the success of la Escuelita Arte Terapia, which included how the promotores acted as mediators between the art therapists and the families, the art therapists’ supportive role, the art therapy milieu, and the community connections. It is hoped that future endeavors will build on the intervention proposed to help determine how art therapy can address emotional and behavioral disparities with Latino farm worker children. 相似文献
978.
Angela McDonald Kathryn C. Kelly Kylie P. Dotson-Blake 《Journal of Creativity in Mental Health》2018,13(2):243-253
Greater attention to sexual identity development from an inclusive and affirmative perspective must be incorporated into counselor education training. Counselors are well positioned to address issues related to human sexuality; however, without reflection across the spectrum of sexuality-related issues, counselors may rely on personal bias, or they may choose to avoid the topic altogether. In order to adequately train counselors, it is important to identify learning activities that counselor educators can utilize. Given the significance of sexuality across the lifespan, we propose that counselor educators actively guide their students through reflection about their own sexual identity development. This article presents the Sexual Identity Timeline (SIT) as a reflective learning activity to incorporate into the counseling curriculum. 相似文献
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980.
Martine A. Moens Joyce Weeland Danielle Van der Giessen Rabia R. Chhangur Geertjan Overbeek 《Journal of abnormal child psychology》2018,46(6):1147-1159
This study examined parent-observer discrepancies in assessments of negative child behavior and negative parenting behavior to shed more light on correlates with these discrepancies. Specifically, we hypothesized that informant discrepancy between observers and parents on child behavior would be larger when parents reported high levels of negative parenting (and vice versa) because high levels of these behaviors might be indicators of negative perceiver bias or patterns of family dysfunctioning. Using restricted correlated trait–models, we analyzed cross-sectional observation (coded with the Dyadic Parent-Child Interaction Coding System) and survey data (Eyberg Child Behavior Inventory and Parenting Practices Interview) of 386 Dutch parent-child dyads with children aged 4–8 years (Mage = 6.21, SD?=?1.33; 55.30% boys). Small associations between parent-reported and observed child and parenting behavior were found, indicating high discrepancy. In line with our hypothesis, this discrepancy was higher when parents self-reported more negative parenting or more negative child behavior. Parent-observer discrepancy on negative child behavior was also predicted by child gender. For boys parents reported higher levels of negative child behavior than were observed, but for girls parents reported lower levels of negative child behavior than were observed. These findings suggest that informant discrepancies between observers and parents might provide important information on underlying, problematic family functioning and may help to identify those families most in need of help. 相似文献