全文获取类型
| 收费全文 | 3910篇 |
| 免费 | 246篇 |
| 国内免费 | 80篇 |
专业分类
| 4236篇 |
出版年
| 2024年 | 33篇 |
| 2023年 | 39篇 |
| 2022年 | 40篇 |
| 2021年 | 54篇 |
| 2020年 | 87篇 |
| 2019年 | 108篇 |
| 2018年 | 110篇 |
| 2017年 | 117篇 |
| 2016年 | 108篇 |
| 2015年 | 118篇 |
| 2014年 | 113篇 |
| 2013年 | 374篇 |
| 2012年 | 185篇 |
| 2011年 | 181篇 |
| 2010年 | 125篇 |
| 2009年 | 113篇 |
| 2008年 | 143篇 |
| 2007年 | 165篇 |
| 2006年 | 177篇 |
| 2005年 | 138篇 |
| 2004年 | 132篇 |
| 2003年 | 92篇 |
| 2002年 | 96篇 |
| 2001年 | 146篇 |
| 2000年 | 141篇 |
| 1999年 | 97篇 |
| 1998年 | 42篇 |
| 1997年 | 42篇 |
| 1996年 | 36篇 |
| 1995年 | 20篇 |
| 1994年 | 37篇 |
| 1993年 | 30篇 |
| 1992年 | 55篇 |
| 1991年 | 67篇 |
| 1990年 | 54篇 |
| 1989年 | 56篇 |
| 1988年 | 53篇 |
| 1987年 | 42篇 |
| 1986年 | 30篇 |
| 1985年 | 36篇 |
| 1984年 | 30篇 |
| 1983年 | 34篇 |
| 1982年 | 26篇 |
| 1981年 | 27篇 |
| 1980年 | 21篇 |
| 1979年 | 27篇 |
| 1976年 | 23篇 |
| 1974年 | 20篇 |
| 1973年 | 18篇 |
| 1971年 | 18篇 |
排序方式： 共有4236条查询结果，搜索用时 15 毫秒
111.
112.
Jia Yuin Fam Sri Bala Murugan Caroline Y. L. Yap 《Scandinavian journal of psychology》2020,61(3):410-415
The transition to university can be stressful for first-year university students. Despite the fact where the feeling of worry is a shared symptom by various mental health issues, there is a lack of studies that investigate into this matter. As worry is a domain-specific construct, there is a need for a valid and reliable measure of worry specifically for university students. Hence, this study aimed to evaluate the psychometric properties of the Student Worry Scale (SWS), particularly in terms of its validity and reliability. For this purpose, the current study recruited a sample of 295 first-year students to evaluate the psychometric properties of SWS. Exploratory factor analysis yielded a five-factor structure of SWS, which explained 55.7% of the total variance. The yielded five factors were general worries, financial-related concerns, significant other’s well-being, academic concerns, and social adequacy concerns. Inter-correlations between the five factors were all significant (r ranged between 0.395 and 0.625). The SWS demonstrated good internal consistency in this study (Cronbach’s alpha ranged between 0.786 and 0.941). Overall, the SWS is psychometrically evidenced to be a reliable and valid content-based worry measure specifically for university students. 相似文献
113.
Past research showed that people project their goals onto unknown others. The present research investigates whether they also rely on their motivational orientation in terms of regulatory mode (locomotion vs. assessment). In line with work on self-judgments, a stronger chronic personal focus on locomotion over assessment decreased predictions of others' experiences of nostalgia (Study 1) and increased predictions of others' preference for, motivation by, and evaluation of a transformational over a transactional leader (Study 2). Furthermore, an experimentally induced locomotion mode compared to an assessment mode increased peoples' predictions of others' motivation to reconcile after interpersonal conflict (Study 3). We examined process evidence via the Testing-Process-by-Interaction-Strategy: As predicted, effects only emerged under time pressure (vs. ample deliberation; Study 2) and for ingroup (vs. outgroup) members (Study 3). These findings suggest that people's regulatory mode is a basis for predicting others' reactions and preferences. We discuss implications and future research directions. 相似文献
114.
Elena Spiridon Linda K. Kaye Rod I. Nicolson Heather J. Ransom Angel J. Y. Tan Bryan W. X. Tang 《Journal of applied social psychology》2020,50(7):394-405
Peer Mentoring schemes tend to be developed as retention strategies, however, they can also serve other purposes (psychosocial or career-related). However, evidence of the effectiveness of these presents mixed results and less is known about the horizontal peer support schemes which may help students capitalize on existing peer relationships. We developed an integrated learning communities (ILC) peer support scheme, building on the theoretical principles of social identity theory, which we embedded within our existing teaching framework and designed functional activities. Collective activities were undertaken to promote the processes of social identity with the intention that these may foster social and academic integration experiences. This intervention was undertaken with an entire cohort of first year undergraduate psychology students. We conducted semi-structured interviews with a self-selected sample of these students (N = 17). Thematic analysis revealed two main themes, each with two sub-themes. These were: “Divergent Experiences” with the sub-themes of “dependent on people” and “types of support”, and “Good idea in principle” with the sub-themes of “Theory ≠ Practice” and “Dependent on student engagement”. Although identifying with a peer group was not transparent in the interviews, the existence of a peer support scheme was perceived positively by students which might explain the success of the newly developed student-led Psychology Society. Indeed, this Psychology Society can provide a lasting framework for further amplification of the student voice. We conclude that our embedded ILC was both feasible and potentially valuable, but it is crucial for the peer support approach to have transactional significance. 相似文献
115.
John Y. H. Bai Sarah Cowie Anne C. Macaskill Douglas Elliffe Christopher A. Podlesnik 《Journal of the experimental analysis of behavior》2020,113(2):363-389
It is widely assumed that reinforcers are biologically relevant stimuli, or stimuli that have been associated with biologically relevant stimuli. However, brief, arbitrary stimuli have also been reported to have reinforcement-like effects, despite being unrelated to biologically relevant stimuli like food. The present study explored the potential reinforcement-like effects of brief stimuli across 5 experiments. In Experiments 1 through 4, pigeon subjects responded for food reinforcement and brief stimulus presentations in a 2-component multiple schedule. Neither baseline response rates nor resistance to change during disruption tests were systematically greater in a component with versus without brief stimulus presentations. Increasing the rate and duration of brief stimulus presentations in Experiment 4 did not reveal reinforcement-like effects when compared directly with food. In Experiment 5, pigeons chose between independent terminal links in a concurrent-chains procedure. Across conditions, varying the location, duration, and rate of brief stimulus presentations in the terminal links had no systematic effects on preference. In contrast, varying rates of food reinforcers resulted in large and reliable shifts in preference. Therefore, the present study found no systematic evidence that brief stimuli unrelated to food reliably increase response rates, resistance to change, or preference. These data demonstrate the value of systematic replication, and a behavioral momentum approach to assessing potential reinforcement-like effects. 相似文献
116.
According to the cue–belief model, we assess confidence in our memories using self-credibility cues that reflect beliefs about our memory faculties. We tested the influence of meta-memory feedback on self-credibility cues in the context of eyewitness testimony, when feedback was provided prior to “testifying” via a memory questionnaire (Experiment 1) and after an initial memory questionnaire but before participants had to retake it (Experiment 2). Participants received feedback (good score, bad score, or none) on a fictitious scale purported to predict eyewitness memory ability. Those given good score feedback before testifying were more confident (but no more accurate) than those given bad score feedback. Feedback also affected confidence (good increased and bad decreased) and accuracy (good increased) after testifying but only on leading questions. These differential effects of meta-memory feedback on confidence for normal and leading questions are not explained by the cue–belief model. Implications for our confidence judgments are discussed. 相似文献
117.
Incremental validity testing (i.e., testing whether a focal predictor is associated with an outcome above and beyond a covariate) is common (e.g., 57% of Personal Relationships articles in 2017), yet it is fraught with conceptual and statistical problems. First, researchers often use it to overemphasize the novelty or counterintuitiveness of findings, which hinders cumulative understanding. Second, incremental validity testing requires that the focal predictor and the covariate represent separate constructs; researchers risk committing the “jangle fallacy” without such evidence. Third, the most common approach to incremental validity testing (i.e., standard multiple regression, 88% of articles) inflates Type I error and can produce invalid conclusions. This article also discusses the relevance of these issues to dyadic/longitudinal designs and offers concrete solutions. 相似文献
118.
Fan Liu Zachary Johnson Carolyn Massiah Tina M. Lowrey 《Journal of Consumer Behaviour》2020,19(4):339-350
This research examines consumers' participation in a nonmonetary, nonreciprocal form of online consumer exchange wherein consumers may decide to give only, receive only, or both give and receive. Given the lack of financial incentives or relational norms that would traditionally drive participation in this societally beneficial consumption activity for which we advance the term alternative giving, this research examines consumers' participation motivations. Are consumers, as prior research suggests, motivated to participate in alternative giving activities on the basis of prosocial motives or for other reasons? Through a content analysis of the online Freecycle Network, we found that participation is driven primarily by fundamental consumer needs and wants, though other prosocial, less materialistic factors are also drivers. Our findings also identify an inconsistency in product categories between what givers offer and what receivers seek, suggesting that supply–demand imbalances can emerge within alternative giving communities. 相似文献
119.
120.
Haochen Xu Guanhua Fang Zhiliang Ying 《The British journal of mathematical and statistical psychology》2020,73(3):474-505
We propose a latent topic model with a Markov transition for process data, which consists of time-stamped events recorded in a log file. Such data are becoming more widely available in computer-based educational assessment with complex problem-solving items. The proposed model can be viewed as an extension of the hierarchical Bayesian topic model with a hidden Markov structure to accommodate the underlying evolution of an examinee's latent state. Using topic transition probabilities along with response times enables us to capture examinees' learning trajectories, making clustering/classification more efficient. A forward-backward variational expectation-maximization (FB-VEM) algorithm is developed to tackle the challenging computational problem. Useful theoretical properties are established under certain asymptotic regimes. The proposed method is applied to a complex problem-solving item in the 2012 version of the Programme for International Student Assessment (PISA). 相似文献