全文获取类型
收费全文 | 177篇 |
免费 | 32篇 |
国内免费 | 35篇 |
出版年
2023年 | 4篇 |
2022年 | 3篇 |
2021年 | 11篇 |
2020年 | 9篇 |
2019年 | 11篇 |
2018年 | 14篇 |
2017年 | 11篇 |
2016年 | 14篇 |
2015年 | 8篇 |
2014年 | 12篇 |
2013年 | 23篇 |
2012年 | 11篇 |
2011年 | 13篇 |
2010年 | 9篇 |
2009年 | 6篇 |
2008年 | 8篇 |
2007年 | 11篇 |
2006年 | 11篇 |
2005年 | 12篇 |
2004年 | 6篇 |
2003年 | 6篇 |
2002年 | 2篇 |
2001年 | 5篇 |
2000年 | 5篇 |
1999年 | 4篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1992年 | 2篇 |
1989年 | 1篇 |
1985年 | 2篇 |
1983年 | 1篇 |
1973年 | 1篇 |
1967年 | 2篇 |
排序方式: 共有244条查询结果,搜索用时 15 毫秒
151.
结构方程模型是心理学、管理学、社会学等学科中重要的统计工具之一。然而, 大量使用结构方程模型的研究忽视了对该方法的统计检验力进行必要的分析和报告, 在一定程度上降低了这些研究的结果的证明效力。结构方程模型的统计检验力分析方法主要有Satorra-Saris法、MacCallum法与Monte Carlo法三类。其中Satorra-Saris法适用于备择模型清晰、检验对象相对简单、检验方法基于χ2分布的情形; MacCallum法适用于基于χ2分布的模型拟合检验且备择模型不明的情形; Monte Carlo法适用于检验对象相对复杂、采用模拟或重抽样方法进行检验的情形。在实际应用中, 研究者应当首先判断检验的目的、方法以及是否有明确的备择模型, 并根据这些信息选择具体的分析方法。 相似文献
152.
Ruth Chu‐Lien Chao 《Journal of counseling and development : JCD》2012,90(1):35-44
Researchers and practitioners have been pursuing how to enhance counselors' multicultural counseling competencies (MCC). With a sample of 460 counselors, the author examined whether multicultural training changed the relationship between (a) racial/ethnic identity and MCC and (b) gender‐role attitudes and MCC. The author found significant interaction effects of (a) racial/ethnic identity and multicultural training and (b) gender‐role attitudes and multicultural training on multicultural knowledge but not on multicultural awareness. 相似文献
153.
Brian C. Chu Rachel A. Merson Laurie J. Zandberg Margaret Areizaga 《Cognitive and behavioral practice》2012,19(1):5-16
Comorbidity in clinical youth populations is more the rule than the exception, yet few established guidelines exist to help practicing clinicians manage complex diagnostic profiles. The current paper reviews efforts within the treatment development literature to handle comorbidity in depressed and anxious children and adolescents, including single-target, modular-based, and transdiagnostic interventions. Two case studies are presented to describe how comorbid anxiety and depression are managed within two different evidence-based single-target interventions. A third case is presented to introduce a novel individual behavioral activation therapy (IBAT) designed to address co-occurring depression and anxiety by targeting a single maintaining mechanism (avoidance) that underlies both disorders. Implications for clinical decision-making (assessing complex clinical profiles in practice, prioritizing treatment goals, selecting interventions from a broad evidence base) are discussed. 相似文献
154.
Hsiu-Lan Shelley Tien Yu-Chen Wang Hui-Chuang Chu Tsu-Lun Huang 《Journal of Vocational Behavior》2012,80(3):744-747
The present study tested the reliability and validity of the Career Adapt-Ability Scale — Taiwan Form (CAAS-Taiwan Form). The CAAS consists of four scales, each with six items, which measure concern, control, curiosity, and confidence as psychosocial resources for managing occupational transitions, developmental tasks, and work traumas. Internal consistency estimates for the subscale and total scores were excellent. The factor structure was quite similar to the one computed for combined data from 13 countries. The CAAS-Taiwan Form is identical to the International Form 2.0. Based on the results, the CAAS-Taiwan Form, appears ready for use by researchers and practitioners who wish to measure adaptability resources among adults. 相似文献
155.
以334名大学生为被试,采用问卷法考察大学生性别角色、自尊和主观幸福感的关系。结果发现:(1)大学生性别角色影响主观幸福感,双性化个体的主观幸福感水平最高。(2)自尊是性别角色对大学生主观幸福感影响的中介变量,即性别角色通过自尊对主观幸福感进行影响。因此,为提高大学生的主观幸福感,在教育中应当开展双性化的性别角色教育,同时要提高大学生的自尊水平。 相似文献
156.
Man-Wai Chu Oksana Babenko Ying Cui Jacqueline P. Leighton 《International Journal of Testing》2014,14(2):95-121
The study examines the role that perceptions or impressions of learning environments and assessments play in students’ performance on a large-scale standardized test. Hierarchical linear modeling (HLM) was used to test aspects of the Learning Errors and Formative Feedback model to determine how much variation in students’ performance was explained by students’ and school principals’ perceptions of learning environments and assessments. Results from sequential HLM testing indicated that students’ but not principals’ perceptions explained a significant, although modest, amount of the total variation in students’ test performance. These results suggest that when students perceive learning environments to be safe and valuable, and positive assessment activities to be taking place, they tend to perform better on standardized tests than when they perceive learning environments and assessment activities otherwise. These findings provide a rationale for investigating the variables that can help improve students’ perceptions in order to enhance their test performance. 相似文献
157.
The study assessed the relations among acuity of the inherent approximate number system (ANS), performance on measures of symbolic quantitative knowledge, and mathematics achievement for a sample of 138 (64 boys) preschoolers. The Weber fraction (a measure of ANS acuity) and associated task accuracy were significantly correlated with mathematics achievement following one year of preschool, and predicted performance on measures of children's explicit knowledge of Arabic numerals, number words, and cardinal value, controlling for age, sex, parental education, intelligence, executive control, and preliteracy knowledge. The relation between ANS acuity, as measured by the Weber fraction and task accuracy, and mathematics achievement was fully mediated by children's performance on the symbolic quantitative tasks, with knowledge of cardinal value emerging as a particularly important mediator. The overall pattern suggests that ANS acuity facilitates the early learning of symbolic quantitative knowledge and indirectly influences mathematics achievement through this knowledge. 相似文献
158.
159.
160.
Ruth Chu‐Lien Chao 《Journal of counseling and development : JCD》2013,91(2):140-151
This study tested a model that links race/ethnicity, multicultural training, racial/ethnic identity (REI), color‐blind racial attitudes (CoBRA), and multicultural counseling competence (MCC) among school counselors. The author examined whether multicultural training significantly moderated the association between race/ethnicity and MCC. School counselors’ REI was found to mediate this moderated association. A 3‐way interaction among race/ethnicity, training, and CoBRA revealed that White and racial/ethnic minority school counselors had the lowest MCC scores when they had limited training and higher CoBRA. 相似文献