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191.
Eugene Tartakovsky Sophie D. Walsh Nadezhda Lebedeva Alexander Tatarko Eduard Patrakov Marina Nikulina 《International journal of psychology》2020,55(5):891-899
Few studies have examined to what extent commonly held stereotypes reflect real intergroup differences in motivational goals. Taking a values perspective (Schwartz et al., 2012), the study examines value preferences among Jews and Russians in Russia, to assess the extent to which commonly held stereotypes reflect values of group members. Results showed that Jews reported substantially higher levels of universalism-tolerance, benevolence (both caring and dependability), and tradition values, and lower levels of power (both dominance and resources), and universalism-nature values, than Russians. Results indicated that the widespread Jewish stereotypes of power, achievement, and rootlessness/cosmopolitanism are ungrounded, while the stereotypes of liberalism and particularism are upheld by the reported differences in the value preferences between Jews and the majority population in Russia. The present study underscores the importance of value comparisons between ethnic minority and majority groups for understanding their motivational goals and thus fighting prejudices and discrimination. 相似文献
192.
193.
Mark D. Holder Ben Coleman Tim Krupa Eugene Krupa 《Journal of Happiness Studies》2016,17(3):1235-1253
The relations among dimensions of subjective well-being (i.e., happiness and life satisfaction), spirituality and religiousness were assessed in children (aged 7–12, n = 391) and adolescents (aged 13–19, n = 902) in Zambia. These participants were sampled from schools in both urban and rural regions that represented a relatively wide range of affluence. Participants self-reported their happiness using the Faces Scale and the Subjective Happiness Scale, and their life satisfaction using the Student Life Satisfaction Scale. The surveys were available in English as well as two local languages, and were delivered in classroom settings. To assess religiosity, participants were asked about the frequency that they attended church and about the importance of religion in their life. To assess spirituality, participants were asked about whether they considered themselves to be a spiritual person and about the nature domain of spirituality (e.g., “I feel connected to nature”). Results indicated that age, gender, grade and religiosity were not strong predictors of children’s well-being. However, spirituality accounted for 21 % of the variance in life satisfaction beyond these demographic variables and religiosity, but did not account for additional variance in happiness. The results were similar for adolescents except that the demographic variables were weakly predictive of their life satisfaction, and religiosity was a modest predictor of their happiness. Spirituality predicted variance in happiness and life satisfaction more so among adolescents than among children. These results confirm earlier work showing that spirituality, but not necessarily religiosity, is associated with children’s and adolescents’ well-being. 相似文献
194.
Jane S. Webster Erin Runions Eugene V. Gallagher Davina C. Lopez Sheila E. McGinn Todd C. Penner David B. Howell 《Teaching Theology & Religion》2012,15(3):262-283
What is the role of biblical studies in a liberal arts curriculum? At the 2009 North American Society of Biblical Literature conference, a panel of seven Bible scholars provided brief analyses and arguments about the appropriate goals of teaching biblical studies in undergraduate contexts in this historical moment. They consider and critique the notion of specific Student Learning Outcomes or Objectives (SLOs) for courses about the Bible. In the process they address questions such as: what is the relative importance of “coverage” (biblical literacy, disciplinary knowledge and methods, and the historical creation of the biblical texts) versus modern and historical reception and uses of these texts? In their contributions, the authors analyze ways that a biblical studies course can develop the critical reading and writing skills that are the hallmark of undergraduate education. Some authors find these skills furthered by not bracketing from study the normative truth claims in the texts and instead strategically and critically encouraging the identity work and religious seeking associated with religious uses of these texts. Others call attention to the institutional and classroom power dynamics which inform and are constituted by the current student learning outcomes movement. 相似文献
195.
We consider identity as a historically emerging discourse that requires genealogical analysis ― not to discover the roots
of our identity but to commit [ourselves] to its dissipation (Foucault 1977, p. 162). We suggest analyzing identity through the history of socio-economic classes, their life struggles, ambitions, development,
and reproduction. We see learning not as a project of transformation of identity, but rather as developing access to socially
valuable practices and developing one‘s own voice within these practices (through addressing and responding to other voices).
The access and voice projects free agents from unnecessary finalization and objectivization by oneself and others (Bakhtin
1999; Bakhtin 1990). In education, we should develop indigenous discourses of learning and develop a conceptual framework that makes analysis
of diverse discourses possible. We argue that learning, as transformation of participation in a sociocultural practice to
gain more access, is a better conceptual framework than learning as transformation of identity. 相似文献
196.
Richards (1997) proposes an "edge-of-chaos" theory of creativity, suggesting that circumstances that present widely disparate perspectives and ideas not perfectly coordinated with each other can stimulate creative thought, especially among persons of bipolar mood inclination. Barnes's (1996) play therapy procedure is well constituted to meet the criteria stipulated by this theory. Forty-four college students experienced 40 min of play therapy, and another 44 read and interpreted children's stories from different cultures. Half the students in each condition showed an inclination toward bipolar mood disorder as measured by the Millon Clinical Multiaxial Inventory (3rd ed.; Millon, 1994); the other half did not. Persons with an inclination toward bipolar disorder who underwent play therapy exhibited creative performance significantly more than other persons. 相似文献
197.
Eugene C. Goldfield Yong-Lae Park Bor-Rong Chen Wen-Hao Hsu Diana Young Michael Wehner 《Ecological Psychology》2013,25(4):300-327
Wearable assistive robotic devices are characterized by an interface, a meeting place of living tissue and mechanical forces, at which potential and kinetic energy are converted to one or the other form. Ecological scientists may make important contributions to the design of device interfaces because of a functional perspective on energy and information exchange. For ecological scientists, (a) behavioral forms are an assembly of whole functional systems from available parts, emerging in energy flows, and (b) nature explores for informationally based adaptive solutions to assemble behavioral forms by generating spontaneous patterns containing fluctuations. We present data from ongoing studies with infants that demonstrate how infants may explore for adaptive kicking solutions. Inspired by the ecological perspective and data from developing humans, ecological scientists may design interfaces to assist individuals with medical conditions that result in physical and/or mental impairment. We present one such device, what is called the “second skin,” to illustrate how a soft, prestressed material, worn on the skin surface, may be used synergistically with synthetic and biological muscles for assisting action. Our work on the second skin, thus far, suggests a set of ecologically inspired principles for design of wearable assistive robotic devices. 相似文献
198.
Eugene Newman Joseph Patrick Luyten Jozef Corveleyn Hans De Witte 《The International journal for the psychology of religion》2013,23(4):276-288
This study examined the relationship between the Big Five personality dimensions, burnout, and engagement among 511 Indian Catholic diocesan priests. We expected that Neuroticism would be positively associated with burnout and negatively associated with engagement. Moreover, we expected Extraversion, Openness, Agreeableness, and Conscientiousness to be negatively associated with burnout and positively associated with engagement. Hierarchical regression analyses largely confirmed these expectations. Results are discussed in the context of the broader literature on burnout and engagement, as well as the literature on priesthood. 相似文献
199.
Anxiety sensitivity (AS), the fear of anxiety-related symptoms, is strongly implicated in the development of anxiety disorders and is associated with other types of psychopathology. Little is known, though, about the processes through which AS might precipitate distress. As a preliminary step in understanding mechanisms, the mediational role of stress perception was evaluated in a nonclinical sample using a cross sectional design. We conducted a comparison between trait anxiety (TA) and AS to test whether any observed relations were specific to fear of anxiety (AS) or whether associations could be explained by the more general construct. Perceived stress mediated the relation between AS, and specific AS components, and panic symptoms and depression; but not in analyses where TA was statistically controlled. Perceived stress was not found to mediate the relation between TA and panic symptoms or depression, although TA, perceived stress and depression were highly correlated. Although incremental validity was not demonstrated in the present study, stress perception may be an important process through which AS amplifies reactivity to demanding life circumstances and further study is warranted. 相似文献
200.
Changes and trends in personality assessment documented through examination of the first issues of the Journal of Personality Assessment (JPA) for the years 1937 to 1997 revealed the following: (a) compared to the Journal of Personality and PsychologicalReview, JPA published more women first authors and coauthors in every issue except in 1987; (b) of the total 8,524 individuals whose assessment protocols comprised data sets in the 7 issues, l,6 15 (19%) were patients and 4,839 (57%) were undergraduate college students; (c) combining patients and nonpatients, the average age of children under 13 was 12.24 years, the average age of high school students was 15.28 years, and the average age of adults was 24.20 years; (d) only 6% of the participants were identified as African American, Mexican American, Asian Americans, or other; and (e) in the 74 articles examined, 98 different tests, techniques, or tasks to assess personality were discussed. We suggest that future research should include a more diverse group of participants that includes more older people and more people of color. 相似文献