收费全文 | 18069篇 |
免费 | 875篇 |
国内免费 | 17篇 |
2021年 | 147篇 |
2020年 | 246篇 |
2019年 | 281篇 |
2018年 | 413篇 |
2017年 | 402篇 |
2016年 | 414篇 |
2015年 | 323篇 |
2014年 | 353篇 |
2013年 | 1444篇 |
2012年 | 655篇 |
2011年 | 734篇 |
2010年 | 415篇 |
2009年 | 391篇 |
2008年 | 530篇 |
2007年 | 518篇 |
2006年 | 448篇 |
2005年 | 375篇 |
2004年 | 399篇 |
2003年 | 363篇 |
2002年 | 357篇 |
2001年 | 717篇 |
2000年 | 712篇 |
1999年 | 480篇 |
1998年 | 196篇 |
1997年 | 183篇 |
1996年 | 147篇 |
1995年 | 143篇 |
1993年 | 146篇 |
1992年 | 368篇 |
1991年 | 324篇 |
1990年 | 352篇 |
1989年 | 338篇 |
1988年 | 322篇 |
1987年 | 291篇 |
1986年 | 313篇 |
1985年 | 302篇 |
1984年 | 239篇 |
1983年 | 208篇 |
1979年 | 190篇 |
1978年 | 163篇 |
1975年 | 190篇 |
1974年 | 243篇 |
1973年 | 197篇 |
1972年 | 203篇 |
1971年 | 167篇 |
1970年 | 149篇 |
1969年 | 198篇 |
1968年 | 205篇 |
1967年 | 161篇 |
1966年 | 183篇 |
To explore parenting style, child effortful control, parenting stress, and their associations with maternal use of pressure to eat among Asian U.S. immigrant families with preschoolers. One hundred and nine Asian immigrant mothers with 3-to-5-year-old children in Maryland, United States rated their authoritative and authoritarian parenting styles, frequency of pressuring their child to eat, perceived parenting stress, and child’s effortful control. Two proposed moderated mediation models were tested using conditional process modeling. Effortful control mediated the association between authoritative parenting style and pressure to eat practices, αβ?=??0.07, p?<?0.05, and the association between authoritarian style and pressure to eat, αβ?=?0.12, p?<?0.05. Moreover, parenting stress moderated the association between child effortful control and maternal pressure to eat in the authoritarian style model, but not in the authoritative style model. Specifically, higher effortful control was associated with less use of pressure to eat at low and mean levels of parenting stress. Our findings revealed potential mechanisms underlying the associations between parenting styles and controlling feeding practices. Importantly, information learned from the present study may guide transdisciplinary efforts to design and implement culturally sensitive and family-based interventions targeting Asian immigrants’ wellbeing and obesity in the United States.
相似文献Parents’ sense of community (SOC) may ease the impact of neighborhood risk on children’s outcomes, but not all parents feel part of a trusted community. In this study, we examined whether parents’ ratings of neighborhood risk and interpersonal support were related to their SOC, and whether interpersonal support moderated the relationship between neighborhood risk and parents’ SOC. Participants included 161 parents (M?=?40.25 years; 92.3% female) of minor children who were enrolled in youth mentoring programs. Results indicated that greater interpersonal support and less neighborhood risk was associated with parents’ SOC. Post-hoc analyses showed that living in a neighborhood with gangs and illegal drugs, but not residential instability or living in public housing, was a salient risk factor for lower SOC. Contrary to our prediction, interpersonal support did not moderate the link between neighborhood risk and parents’ SOC. These findings may inform interventions designed to bolster parents’ connectedness to community and ability to promote children’s positive development.
相似文献This study aimed to examine the role of positive relationships and academic achievement in predicting student well-being, i.e. subjective happiness. This study employed a longitudinal design with two waves of data collection on a sample of 786 primary school students in Hong Kong. Students completed questionnaires on parent-child relationship, teacher-student relationship, peer relationship, academic achievement, and happiness at the beginning and end of the school year. Path analysis was used for data analysis. The results indicated that Time 1 parent-child relationship and peer relationship were associated with Time 2 academic achievement, after controlling for Time 1 academic achievement. However, only Time 1 parent-child relationship was predictive of Time 2 happiness. Time 2 academic achievement was a mediator between Time 1 parent-child relationship and peer relationship and Time 2 happiness. Furthermore, girls reported higher levels of academic achievement when they perceived better peer relationship than did boys, and girls were happier when they had higher levels of academic achievement than were boys. The results suggested the need to put in place strategies to enhance parent-child relationship, peer relationship, and a harmonious classroom.
相似文献