全文获取类型
收费全文 | 1275篇 |
免费 | 49篇 |
国内免费 | 2篇 |
出版年
2021年 | 12篇 |
2020年 | 9篇 |
2019年 | 18篇 |
2018年 | 35篇 |
2017年 | 30篇 |
2016年 | 24篇 |
2015年 | 27篇 |
2014年 | 16篇 |
2013年 | 114篇 |
2012年 | 47篇 |
2011年 | 50篇 |
2010年 | 29篇 |
2009年 | 40篇 |
2008年 | 42篇 |
2007年 | 53篇 |
2006年 | 48篇 |
2005年 | 45篇 |
2004年 | 48篇 |
2003年 | 44篇 |
2002年 | 49篇 |
2001年 | 22篇 |
2000年 | 26篇 |
1999年 | 25篇 |
1998年 | 16篇 |
1997年 | 19篇 |
1996年 | 20篇 |
1995年 | 28篇 |
1994年 | 24篇 |
1993年 | 18篇 |
1992年 | 24篇 |
1991年 | 11篇 |
1990年 | 22篇 |
1989年 | 14篇 |
1988年 | 16篇 |
1987年 | 15篇 |
1986年 | 15篇 |
1985年 | 17篇 |
1984年 | 18篇 |
1983年 | 19篇 |
1982年 | 13篇 |
1981年 | 18篇 |
1980年 | 21篇 |
1979年 | 17篇 |
1978年 | 18篇 |
1977年 | 18篇 |
1976年 | 6篇 |
1975年 | 14篇 |
1974年 | 12篇 |
1973年 | 9篇 |
1971年 | 4篇 |
排序方式: 共有1326条查询结果,搜索用时 15 毫秒
991.
992.
Mary Ann Hoffman Elaine L. Phillips Debra A. Noumair Sandra Shullman Carol Geisler Jacque Gray Judith Homer Sharon Horne Diana L. Paulk Randa Remer Shelagh Robinson Indra Rocha‐Singh Diane J. Tinsley Rebecca Toporek Donna Ziegler 《Journal of multicultural counseling and development》2006,34(2):116-128
The authors present core ideas or constructs that might be integral to a feminist and multicultural model of consultation. According to the model, the structure of consultation is (a) nonhierarchical and (b) an open triad (incorporating extrapersonal and outside factors). The process of consultation is (c) culturally responsive and (d) empowering. The role of the consultant is as (e) an agent for change and (f) an advocate for both the client and the system. Los autores y sus ideas centrales presente o construyentes quizás sea integral para una feminista y un modelo de la consulta multicultural. Según el modelo, la estructura de la consulta es (a) nonhierarchical y (b) una tríada abierta (incorporando extrapersonal y factores exteriores). El proceso de la consulta es (c) culturalmente receptiva y (d) autorizada. El papel del consultor es como (e) un agente para el cambio y (f) un defensor para el cliente y el sistema. 相似文献
993.
Does anticipated future racial discrimination undermine African-American adolescents' academic motivation and performance? Do face-to-face experiences with racial discrimination at school undermine African-American adolescents' academic functioning? Does African-American ethnic identity buffer these relations? This paper addresses these questions using two waves of data from a longitudinal study of an economically diverse sample of African-American adolescents living near Washington D.C. The data were collected at the beginning of the 7th grade and after the completion of the 8th grade. As expected, the experiences of day-to-day racial discrimination at school from one's teachers and peers predicted declines in grades, academic ability self-concepts, and academic task values. A strong, positive connection to one's ethnic group (our measure of ethnic identity) reduced the magnitude of the association of racial discrimination experiences with declines in both academic self-concepts and school achievement. Most youth responded to anticipated future discrimination with increased academic motivation. 相似文献
994.
The purpose of this paper is to introduce a new method for fitting item response theory models with the latent population
distribution estimated from the data using splines. A spline-based density estimation system provides a flexible alternative
to existing procedures that use a normal distribution, or a different functional form, for the population distribution. A
simulation study shows that the new procedure is feasible in practice, and that when the latent distribution is not well approximated
as normal, two-parameter logistic (2PL) item parameter estimates and expected a posteriori scores (EAPs) can be improved over
what they would be with the normal model. An example with real data compares the new method and the extant empirical histogram
approach. 相似文献
995.
996.
We hypothesized individual differences in the tendency to attend to, think about, and focus on positive (or negative) information. A scale measuring these individual differences was constructed and its validity and reliability were examined in three studies. Attention to positive information was related to positive affectivity, extraversion, BAS, optimism. Attention to negative information was related to negative affectivity, neuroticism, BIS, and optimism (inversely). Validity was partially confirmed by a person perception task: individuals high in attention to positive information perceived the character in a story as happy. Attention to positive information was a partial mediator of the relation between extraversion and positive affect and attention to negative information was a partial mediator of the relation between neuroticism and negative affect. 相似文献
997.
Findings from a pilot study investigating the influence of the interests of young children with autism on parents' provision of everyday informal child learning opportunities are described. 17 children (13 boys, 4 girls) were divided into two groups that received everyday learning opportunities of Low interest and High interest, based on parents' bi-weekly ratings of the interestingness of the opportunities to the children, using an investigator-developed measure. A brief intervention of 12 to 14 weeks showed that the children in the High interest-based group were provided more learning opportunities than were the Low interest-based group, and that the parents indicated that their children benefited more from the learning opportunities. Implications for future research are described. 相似文献
998.
Carol L. Schnabl Schweitzer 《Pastoral Psychology》2010,59(6):829-842
This article examines some of the basic psychodynamic understandings of forgiveness including forgiveness as aesthetic, ahistorical,
tact, or the ability to for-give that Julia Kristeva (1995, 1989, 1987a, b) presents in her writings on depression and melancholia, analytic process and technique, and love and faith. These are supplemented
by more recent examinations of forgiveness in the therapeutic community (Worthington 1998; Watts and Gulliford 2004; McCullough et al. 2000) as they relate to Christian belief, Christian practice and pastoral care. I argue that it is in the context of a caring
relationship where and when individuals experience “for-giving” that they develop the ability to accept forgiveness (especially
of the self) and thus become individuals who can extend forgiveness to others. Even those entering pastoral ministry who have
no desire or little ability to engage in pastoral counseling will be served well if their own abilities to be “for-giving”
are cultivated during their theological education. Thus, the application of “for-giving” extends far beyond the analytic process
or technique that Kristeva envisions to include pastoral identity formation and pastoral ministry. 相似文献
999.
McDermott RJ Davis JL Bryant CA Courtney AH Alfonso ML 《Perceptual and motor skills》2010,111(1):240-248
Interventions which facilitate physical activity of youth are vital for promoting community health and reducing obesity. This study assessed the results of a community-driven program, VERB Summer Scorecard, as knowledge of exposure to and awareness of community-based interventions for physical activity among youth could inform design and implementation of such interventions. A total of 2,215 youth ages 8 to 12 years responded to a survey about physical activity. Ordinal logistic regression suggested that youth who participated in this program were 1.73 times (95% CI = 1.41, 2.11) more likely to report high physical activity than nonparticipating youth 9 mo. after the intervention's first full-scale application. The program appeared to appeal more to girls than boys. Such results are encouraging for use in communities. 相似文献
1000.