全文获取类型
收费全文 | 394篇 |
免费 | 18篇 |
专业分类
412篇 |
出版年
2023年 | 5篇 |
2022年 | 5篇 |
2021年 | 7篇 |
2020年 | 14篇 |
2019年 | 15篇 |
2018年 | 12篇 |
2017年 | 13篇 |
2016年 | 12篇 |
2015年 | 5篇 |
2014年 | 11篇 |
2013年 | 50篇 |
2012年 | 20篇 |
2011年 | 28篇 |
2010年 | 10篇 |
2009年 | 7篇 |
2008年 | 11篇 |
2007年 | 18篇 |
2006年 | 13篇 |
2005年 | 9篇 |
2004年 | 10篇 |
2003年 | 4篇 |
2002年 | 8篇 |
2001年 | 5篇 |
2000年 | 9篇 |
1999年 | 6篇 |
1997年 | 3篇 |
1996年 | 6篇 |
1995年 | 3篇 |
1994年 | 10篇 |
1993年 | 4篇 |
1992年 | 4篇 |
1991年 | 6篇 |
1990年 | 7篇 |
1989年 | 4篇 |
1988年 | 4篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1973年 | 5篇 |
1972年 | 2篇 |
1971年 | 2篇 |
1970年 | 4篇 |
1967年 | 5篇 |
1966年 | 2篇 |
排序方式: 共有412条查询结果,搜索用时 0 毫秒
101.
Using Self‐Regulated Learning Strategies to Develop Students’ Multicultural Counseling Competency 下载免费PDF全文
Waganesh A. Zeleke Cebrail Karayiğit Kaitlyn Myers‐Brooks 《Journal of multicultural counseling and development》2018,46(1):40-57
This study examines the effect of self‐regulated learning strategies on students’ multicultural competency development. Quantitative and qualitative data were collected from 26 students who took a semester‐long multicultural counseling course. Results show statistically significant improvement in students’ multicultural awareness and knowledge and statistical insignificance in multicultural skill development compared to their level of competence before the training. Implications of using this approach to teach multicultural counseling courses and future research are discussed. Este estudio examina el efecto de las estrategias de aprendizaje autorregulado en el desarrollo de la competencia multicultural de los estudiantes. Se recopilaron datos cuantitativos y cualitativos de 26 estudiantes que atendieron un curso de consejería multicultural de un semestre. Los resultados muestran una mejora estadísticamente significativa en la conciencia y conocimentos multiculturales de los estudiantes y una insignificancia estadística en el desarrollo de las habilidades multiculturales comparadas con su nivel de competencia antes de la capacitación. Se discuten las implicaciones de usar este enfoque didáctico en cursos de consejería multicultural y para investigaciones futuras. 相似文献
102.
103.
Sex differences in student dominance behavior in female and male professors' classrooms 总被引:1,自引:0,他引:1
Virginia R. Brooks 《Sex roles》1982,8(7):683-690
Measures of verbal participation and interaction among graduate students provided a comparison of male and female dominance behavior in the classroom, and measures of the contextual effect of sex of professor provided further data on the interrelatedness of sex, status, and dominance behavior. Male students were found to exhibit significantly more aggressiveness (interruptive behavior) than female students in both male and female professors' classes, although significantly more male aggressiveness occurred in female professors' classes than in male professors classes. Male students were significantly more assertive (frequency and duration of speech) in female professors' classes only. In student-to-student interaction, aggressiveness was predominantly exchanged between sexes rather than among same-sex members.The author would like to thank Julie Parks and Joanie Rubin for their help with this research. 相似文献
104.
Haslam N Bain P Douge L Lee M Bastian B 《Journal of personality and social psychology》2005,89(6):937-950
People typically evaluate their in-groups more favorably than out-groups and themselves more favorably than others. Research on infrahumanization also suggests a preferential attribution of the "human essence" to in-groups, independent of in-group favoritism. The authors propose a corresponding phenomenon in interpersonal comparisons: People attribute greater humanness to themselves than to others, independent of self-enhancement. Study 1 and a pilot study demonstrated 2 distinct understandings of humanness--traits representing human nature and those that are uniquely human--and showed that only the former traits are understood as inhering essences. In Study 2, participants rated themselves higher than their peers on human nature traits but not on uniquely human traits, independent of self-enhancement. Study 3 replicated this "self-humanization" effect and indicated that it is partially mediated by attribution of greater depth to self versus others. Study 4 replicated the effect experimentally. Thus, people perceive themselves to be more essentially human than others. 相似文献
105.
In 3 experiments, the authors examined how misalignment of egocentric and exocentric reference frames affects cardinal direction judgments. Experiments 1 and 2 demonstrated large differences in the accuracy and speed with which 104 less experienced and 7 experienced navigators made cardinal direction judgments. Reference-frame misalignment was associated with large performance decrements. The extent of these decrements diminished as ability and experience increased: however, even experienced navigators showed decrements when reference frames were misaligned. In Experiment 3, the authors used 55 college students to examine the individual subtasks of a common strategy for cardinal direction judgments and to isolate the effects of reference-frame misalignment to a particular subtask of this strategy. The tasks and strategies studied in this article can be applied in the development of navigational training and interfaces. 相似文献
106.
Benjamin B. Lahey Sherryl H. Goodman Irwin D. Waldman Hector Bird Glorisa Canino Peter Jensen Darrel Regier Philip J. Leaf Rachel Gordon Brooks Applegate 《Journal of abnormal child psychology》1999,27(4):247-260
In a cross-sectional household sample of 9-through 17-year-old youths from 4 U.S. communities, youths with earlier ages of onset of conduct problems engaged in more conduct problems than youths with later ages of onset when current age and gender were controlled. Specifically, youths with earlier ages of onset were more likely to engage in several types of physical aggression, frequent lying, theft, and vandalism and were less likely to engage in only truancy. There also was an inverse relation between age of onset and level of functional impairment, mental health service use, and meeting diagnostic criteria for conduct disorder, attention-deficit hyperactivity disorder, and oppositional defiant disorder. Within the limits of cross-sectional data, these results support the hypothesis that key aspects of the heterogeneity of conduct problems among youths are related to the age of onset of conduct problems. 相似文献
107.
Catherine M. Brooks Nancy W. Perry Stephen D. Starr Larry L. Teply 《Behavioral sciences & the law》1994,12(1):49-64
This article focuses on the interests of the persons involved in the child abuse and neglect reporting process—(1) the child, the accused, and the family members of the child and of the accused; (2) physicians, psychologists, therapists, private agency and hospital social workers, educators, and other professionals; (3) law enforcement officers, state social service workers, lawyers, and judges; and (4) legislators. With this focus, the article illuminates the rationales and explicit and implicit policy choices reflected in the legislation's reporting requirements and processes. Such insight is necessary to a critical review of existing legislation and future improvements in the practical operation of reporting law legislation. This article demonstrates that the interaction of these interests is complex and often creates competing concerns and goals. This article concludes that efforts should be made to better harmonize these interests in future legislation. 相似文献
108.
Michelle Lobermeier Amanda Hicks Angela D. Staples Alissa C. Huth-Bocks Seth Warschausky H. Gerry Taylor Angela Lukomski Judi Brooks Renée Lajiness-O'Neill 《Infant mental health journal》2023,44(1):43-53
Changes in infant night waking during the first year of life are associated with individual (e.g., prematurity) and family (e.g., caregiver psychopathology) factors. This study examined the association between infant night waking and caregiver anxious-depressive symptoms during the first year of life in preterm and term infants. We considered between-person differences and within-person changes in caregiver anxious-depressive symptoms in relation to changes in infant night waking from 2- to 9-months. Racially (30.0% Black, 60.4% White, 9.5% multiracial/other) and socioeconomically (40.0% below median household income) diverse caregivers (N = 445) of full term (n = 258) and preterm (n = 187) infants were recruited from hospitals and clinics in two midwestern states. Caregivers completed measures of anxious-depression and their infant's night waking at four sampling periods (2-, 4-, 6-, and 9-months). Infant night wakings declined from 2- to 9-months. Between-person differences were observed, such that caregivers with higher average anxious-depressive symptoms or infants born full term reported more night wakings. Within-person effects of caregiver anxious-depressive symptoms were not significant. Caregiver anxious-depression is closely associated with infant night wakings. By considering a caregiver's average severity of anxious-depression, healthcare providers can more effectively plan infant sleep interventions. If caregiver anxious-depressive symptoms are ameliorated, night wakings may also decrease. 相似文献
109.
John I. Brooks 《Journal of the history of the behavioral sciences》1996,32(4):379-407
Despite his attempts to break with philosophy and found a science of society, Émile Durkheim (1858–1917) was involved with philosophy throughout his career. Academic philosophy in France was a highly centralized institution that produced professors capable of teaching a standard curriculum. These professors made up a significant portion of the audience whose support Durkheim hoped to win for his sociological project. The concepts of Pierre Bourdieu and the literature on the rhetoric of the human sciences can help reconstruct the field of academic philosophy, Durkheim's relationship with it, and the ways in which he drew upon it to formulate his method and to persuade his philosophical colleagues. Durkheim's definition of the social fact in The Rules of Sociological Method can only be understood in the context of French academic philosophy. © 1996 John Wiley & Sons, Inc. 相似文献
110.
The literature suggests that in-class oral participation is associated with various positive outcomes that directly contribute to academic success. The goal of the current study was to investigate the role played by psychological barriers to oral participation, focusing on commitment and self-affirmation as methods to bypass barriers to participation. The results of the semester-long experiment (N = 157) demonstrate that committed individuals who had an opportunity to self-affirm outperformed both committed students and affirmed students, as well as members of the control group. Interestingly, the interplay between self-affirmation and commitment increased oral participation, irrespective of whether students had high or low self-esteem and high or low self-efficacy. The current results offer some room for cautious optimism, as they highlight the importance of self-affirmation and commitment as a route to academic success. 相似文献