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131.
Online data collection, through e‐mail and Web‐based surveys, is becoming an increasingly popular research methodology. In this article, the authors outline the benefits and limitations of this type of data collection to help researchers determine whether their data could be collected online in a way that retains the integrity of the data. A detailed procedure, including strategies to manage limitations, is given for researchers wishing to conduct their own online surveys. 相似文献
132.
International Journal for Philosophy of Religion - 相似文献
133.
Mary M. Herrald Joe Tomaka Amanda Y. Medina 《Journal of applied social psychology》2002,32(6):1107-1123
This experiment examined the effects of pet ownership and potential mediating (e.g., social support) and moderating variables (e.g., gender, personality, pet attachment) on completion of a 12‐week cardiac rehabilitation program. This experiment assessed pet ownership, personality, and psychosocial variables at the beginning of the program and followed participants through to completion. Results showed that pet owners (96.5%) were significantly more likely to complete cardiac rehabilitation compared with non‐owners (79.2%). Covariance analyses ruled out several alternative explanations for the results, including social support, personality variables, personal efficacy, and pet attachment. Results suggest that having a pet may facilitate rehabilitation and that further research is needed to understand how having a pet or being a pet owner improves health outcomes. 相似文献
134.
Joe Winston 《International Journal of Children's Spirituality》2002,7(3):241-255
The field of drama and moral education has been given some theoretical attention in recent years but little if any theorising has been applied to the area of drama and spiritual education. In UK schools, however, the spiritual education of children is seen as one of a school's core functions and a spiritual dimension has often been important in the global history of drama and acting. Various and conflicting definitions of spirituality and approaches to spiritual education exist. In this article, I begin with an attempt to make connections between these approaches and recent epistemologies of drama education. I then outline a possible theoretical framework for defining spirituality, influenced largely by anthropological and cultural studies, and exemplify it by drawing upon examples from existing practices in the fields of theatre and educational drama. I then conclude by speculating as to how these ideas might find practical expression within a drama curriculum. 相似文献
135.
Seeing power in action: The roles of deliberation, implementation, and action in inferences of power
Joe C. Magee 《Journal of experimental social psychology》2009,45(1):1-14
Six experiments investigate the hypothesis that social targets who display a greater action orientation are perceived as having more power (i.e., more control, less dependence, and more influence) than less action-oriented targets. I find evidence that this inference pattern is based on the pervasive belief that individuals with more power experience less constraint and have a greater capacity to act according to their own volition. Observers infer that targets have more power and influence when they exhibit more implementation than deliberation in the process of making decisions in their personal lives (Study 1a), in a public policy context (Study 1b), and in small groups (Study 2). In an organizational context, observers infer that a target who votes for a policy to change from the status quo has more power than a target who votes not to change from the status quo (Study 3). People also infer greater intra-organizational power and higher hierarchical rank in targets who take physical action toward a personal goal than in those who do not (Studies 4-5). 相似文献
136.
Joe Cambray 《The Journal of analytical psychology》2009,54(1):117-121
137.
138.
Susan Taylor-Greene Doris Brown Larry Nelson Julie Longton Terri Gassman Joe Cohen Joan Swartz Robert H. Horner George Sugai Susannah Hall 《Journal of Behavioral Education》1997,7(1):99-112
Two years of office referral data are presented in evaluation of a school-wide behavioral support program designed to define, teach, and reward appropriate student behavior in a rural middle school (grades 6, 7, and 8). During 1994-95, the school had 530 students and recorded 2,628 office referrals. The 1995-96 school year began with a full day in which students were taught five school expectations. Throughout the year, students also received rewards for appropriate behavior and office referrals for infractions. Results during 1995-96 document a 42% reduction in office referrals from the previous year. While the evaluation results do not document functional relationship, they suggest an efficient process for evaluating school-wide behavioral support, teaching appropriate behaviors, and changing the overall climate of the school. Implications for future research, and the use of schools as a unit of analysis, are discussed. 相似文献
139.
140.
For random-model, fully-crossed, two- and three-facet experimental designs the following two problems were considered. First,
equations were developed for determining the optimal number of conditions of a facet for maximizing the coefficient of generalizability
under the constraint that the total number of observations per subject is constant. Second, the problem of determining the
minimum number of observations per subject for a specified generalizability coefficient is solved for the two-facet crossed
design. 相似文献