全文获取类型
| 收费全文 | 1891篇 |
| 免费 | 23篇 |
专业分类
| 1914篇 |
出版年
| 2024年 | 22篇 |
| 2023年 | 31篇 |
| 2022年 | 26篇 |
| 2021年 | 41篇 |
| 2020年 | 83篇 |
| 2019年 | 83篇 |
| 2018年 | 91篇 |
| 2017年 | 87篇 |
| 2016年 | 97篇 |
| 2015年 | 81篇 |
| 2014年 | 51篇 |
| 2013年 | 203篇 |
| 2012年 | 104篇 |
| 2011年 | 111篇 |
| 2010年 | 66篇 |
| 2009年 | 54篇 |
| 2008年 | 78篇 |
| 2007年 | 76篇 |
| 2006年 | 65篇 |
| 2005年 | 57篇 |
| 2004年 | 41篇 |
| 2003年 | 50篇 |
| 2002年 | 29篇 |
| 2001年 | 25篇 |
| 2000年 | 23篇 |
| 1999年 | 12篇 |
| 1998年 | 15篇 |
| 1997年 | 9篇 |
| 1996年 | 8篇 |
| 1995年 | 15篇 |
| 1994年 | 10篇 |
| 1993年 | 8篇 |
| 1992年 | 7篇 |
| 1991年 | 12篇 |
| 1990年 | 6篇 |
| 1989年 | 5篇 |
| 1988年 | 6篇 |
| 1987年 | 6篇 |
| 1986年 | 8篇 |
| 1985年 | 18篇 |
| 1983年 | 8篇 |
| 1981年 | 6篇 |
| 1980年 | 8篇 |
| 1979年 | 6篇 |
| 1977年 | 5篇 |
| 1973年 | 7篇 |
| 1971年 | 5篇 |
| 1969年 | 5篇 |
| 1968年 | 4篇 |
| 1966年 | 6篇 |
排序方式： 共有1914条查询结果，搜索用时 0 毫秒
221.
222.
223.
224.
The Good Behavior Game (GBG) is a classroom management system that employs an interdependent group contingency, whereby students work as a team to win the game. Although previous anecdotal data have suggested that this arrangement may promote prosocial behavior, teachers may have concerns about its fairness and potential to evoke negative peer interactions (especially toward students who break the rules). We evaluated disruptive behaviors and social interactions during the GBG in a secondary classroom for students with emotional and behavioral disorders, as well as in a primary classroom for students with mild developmental disabilities. Results indicate that the GBG reduced disruptive behaviors; further, negative peer interactions decreased and positive interactions increased when the game was being played. Social validity results indicate that the majority of students thought the interdependent group contingency was fair. 相似文献
225.
Shayna Fox Lee 《Journal of the history of the behavioral sciences》2019,55(3):216-229
Ellen Langer's mindfulness construct is presented as “indigenous” to disciplinary psychology. Langer's early work laid the foundations for the research program she would come to call the psychology of possibility. Studying inattentive behavior (mindlessness) and intentionally reflective cognition (mindfulness) placed her work directly in line with the theoretical priorities of the 1970s and influenced the direction of research in several subdisciplines related to social cognition. Positioning Langer's work at an intersection crossed by various discourse communities in psychology explains much of its influence within the discipline. However, its relevance is additionally related to a broader field of research and application also employing the terminology of mindfulness. While superficially synonymous, the majority of mindfulness research is distinguished from Langer's due to differences in origination, definition, and goals. Comparative assessments are used as a lens through which to interrogate the social politics of mindfulness theories’ burgeoning success over the past half century. 相似文献
226.
Li-Jun Ji Emily K. Hong Tieyuan Guo Zhiyong Zhang Yanjie Su Ye Li 《European journal of social psychology》2019,49(4):735-747
The present research explores how culture influences individuals’ psychological proximity to the past and future, which may predict differences in perceived self-continuity across time. In Studies 1 and 2, we hypothesized and found that Chinese participants saw the past and future as more connected and subjectively closer to the present compared to Euro-Canadians. Following this, we expected and found in Studies 3 and 4 that Chinese participants perceived greater self-continuity over time than Euro-Canadians. Additionally, perceived closeness to the past mediated the effect of culture on past–present self-continuity, which subsequently predicted present–future self-continuity. Study 5 further documented a causal effect of perceived distance to the past on self-continuity. These results suggest that cultural differences in temporal attention to the past and future play a pivotal role in people's sense of self-continuity across time. This has important implications for temporal focalism, intertemporal discounting, and social interactions between Chinese and Euro-Canadians. 相似文献
227.
Men's hostile sexism promotes aggressive attitudes, motivations and behaviors toward women. Despite the costs these effects should have for women, prior research has failed to test how men's hostile sexism predicts the problems women experience in important domains. We address this oversight by utilizing dyadic data from 363 heterosexual couples to test how male partners’ hostile sexism predicts women's relationship experiences and evaluations. Male partners’ hostile sexism was associated with women experiencing more severe problems across a greater number of domains. Moreover, the areas experienced as most problematic were consistent with the power, dependence, and trust concerns underlying men's hostile sexism, including problems with power dynamics, jealousy, and serious problems involving gender-role conflict, abuse, infidelity and alcohol/drugs. The greater problems associated with male partners’ hostile sexism predicted more negative relationship evaluations for women. These results demonstrate the importance of examining how men's hostile sexism harms women in important life domains. 相似文献
228.
Paulina Flasch Dodie Limberg‐Ohrt Jesse Fox Jonathan H. Ohrt Elizabeth Crunk Edward Robinson 《Counseling and values》2019,64(2):168-185
The purpose of this phenomenological investigation was to explore experiences of altruism in the therapeutic relationship to better understand how counselors‐in‐training (CITs) and their clients mutually perceived the construct in sessions. Findings from interviews with clients (n = 14) included emotional–relational characteristics and cognitive–behavioral aspects of altruism by their counselors. Findings from interviews with CITs (n = 10) included explorations of the role of altruism in counseling, overall experiences of altruism in counseling sessions, and experiences of altruism with specific clients. Implications for practice and research are discussed. 相似文献
229.
Fierce public discussion has centered on anti‐Islamic attitudes and tolerance in America and the West more broadly. The present research explored whether the awareness of mortality (a common theme in politics, e.g., war/terrorism, health care, abortion, and so on) and tolerance salience might influence (1) the endorsement of anti‐Islamic attitudes in American politics and (2) political orientation. Study 1 (n = 79) was conducted in lab and Study 2 (preregistered, n = 396) replicated it online; both obtained the same results. In a neutral‐value‐prime condition, American participants reminded of mortality (vs. control topic) more strongly endorsed a Congressman’s anti‐Islamic statements about Rep. Ellison. However, in a tolerance‐value‐prime condition, participants reminded of mortality maintained their acceptance of Rep. Ellison’s beliefs and practices. Political orientation was not impacted. Implications for terror management theory (TMT), other theories of existential dynamics and motivated conservative political ideology, and both recent and contemporary American politics are discussed. 相似文献
230.
Emily O. Gravett 《Teaching Theology & Religion》2018,21(1):21-32
One of the most illuminating finds in Barbara E. Walvoord's Teaching and Learning in College Introductory Religion Courses (2008) is what she calls “the great divide,” a mismatch between instructors’ goals for their courses, which are academic, and the students’ reasons for taking them, which relate to their personal interests and development. Motivation – or, rather, the lack thereof – is not explicitly considered as a potential victim of this mismatch. This article will turn its attention squarely to this issue. First, I will review data about the “great divide” and link them to the common practice of asking our students to bracket the personal when they take our courses. The article will juxtapose this practice with what research tell us about motivation, which will allow us to further explore why the divide Walvoord and others have identified is so problematic. The article will conclude with pedagogical strategies that can help instructors intentionally influence motivation in religion courses. Ultimately, I suggest that we may be doing students – as well as ourselves, as the purveyors of our discipline – a disservice, if we do not attend to (or, worse, if we actively avoid) what we know motivates students to learn. 相似文献