全文获取类型
收费全文 | 227篇 |
免费 | 6篇 |
专业分类
233篇 |
出版年
2021年 | 2篇 |
2019年 | 6篇 |
2018年 | 5篇 |
2017年 | 6篇 |
2016年 | 7篇 |
2015年 | 6篇 |
2014年 | 9篇 |
2013年 | 23篇 |
2012年 | 15篇 |
2011年 | 13篇 |
2010年 | 2篇 |
2009年 | 5篇 |
2008年 | 7篇 |
2007年 | 8篇 |
2006年 | 13篇 |
2005年 | 9篇 |
2004年 | 7篇 |
2003年 | 4篇 |
2002年 | 5篇 |
2001年 | 4篇 |
2000年 | 6篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1997年 | 4篇 |
1995年 | 6篇 |
1994年 | 4篇 |
1993年 | 4篇 |
1992年 | 5篇 |
1991年 | 2篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 3篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1978年 | 2篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 2篇 |
1972年 | 2篇 |
1971年 | 1篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1966年 | 1篇 |
1963年 | 1篇 |
1962年 | 1篇 |
排序方式: 共有233条查询结果,搜索用时 0 毫秒
41.
Il n’y a pas de définition simple et univoque du concept d’apprentissage autorégulé. Des théoriciens de psychologie de l’éducation ont réduit l’éventail des aptitudes des élèves à s’autoréguler en se focalisant sur le versant scolaire de l’éducation, à savoir l’acquisition des connaissances et les objectifs de réussite. Toutefois, le monde complexe de l’étude en classe engendre une situation où différents buts entrent en concurrence aux yeux des élèves. Le modèle d’autorégulation à double processus de Bookaerts montre que les deux objectifs que sont l’étude et le bien‐être interagissent. Nous estimons que lorsque les élèves ont accès à des stratégies autonomes bien au point se traduisant par de bonnes habitudes de travail, ils ont une plus grande probabilité de se motiver pour les études et de sauvegarder leur bien‐être quand une source de stress bloque l’apprentissage. There is no simple and straightforward definition of the construct of self‐regulated learning. Theorists in educational psychology have narrowed the scope of students’ capability to self‐regulate through a focus on the academic side of education, namely on learning and achievement goals. However, the messy world of classroom learning creates a situation in which different goals compete for students’ attention. Boekaerts’ dual processing self‐regulation model describes how learning goals interact with well‐being goals. We propose that when students have access to well‐refined volitional strategies manifested as good work habits, they are more likely to invest effort in learning and get off the well‐being track when a stressor blocks learning. Shifting definitions of SRL have led to changing measurement procedures; researchers moved away from decontextualised measures of SRL to domain‐specific measures and then on to context‐sensitive measures. The validity and reliability of the first generation of SR assessment has been limited and several issues remain. Recently, researchers have designed assessment packages including new instruments that better capture self‐regulation as a process (including for example traces of mental events, situational manipulations, and records of student work strategies). A combination of instruments is preferable over a single instrument for assessing self‐regulation as a process and the effects of interventions to improve students’ self‐regulatory capacity. At present, many sound SRL interventions exist and some general lessons can be learned about classroom intervention research. 相似文献
42.
43.
44.
Dube William V. Balsamo Lyn M. Fowler Thomas R. Dickson Chata A. Lombard Kristin M. Tomanari Gerson Y. 《The Psychological record》2006,56(2):233-244
The Psychological Record - This study examined relations between eye movements and accuracy scores in a delayed matching-to-sample procedure with multiple sample stimuli. Four adult humans... 相似文献
45.
A conceptual model was developed to identify developmental self-regulatory pathways to optimal psychosocial outcomes in adulthood. The model delineates influences among age, possible selves, developmental processes (i.e., coping, control), and well-being. Results showed age effects on all constructs except selective control. Three consistently common predictors of well-being (i.e., goal pursuit, goal adjustment, and optimization) emerged. The effects of age on well-being were differentially mediated by developmental processes. Specifically, negative age-related changes in offensive processes (i.e., goal attainment) were offset by positive influences of defensive processes (i.e., goal adjustment), which had the net effect of preserving well-being. The model demonstrates a more optimistic pattern of aging in which gains offset losses leading to positive outcomes and highlights the importance of examining both independent and combined influences of age, self, and developmental processes on psychosocial outcomes. 相似文献
46.
Stacy L. Frazier Marc S. Atkins Laura Hess Olson Aaron R. Lyon 《Journal of psychopathology and behavioral assessment》2009,31(3):152-158
The present study proposed to understand how same-sex and other-sex peer nominations relate differently to teacher reports
of children’s behaviors and measures of children’s friendships. Students provided peer nominations, mutual friend data, and
social network data. Teachers rated students’ antisocial behavior and social competence. As expected, other-sex peer social
preference scores predicted teacher ratings of antisocial behavior, while same-sex peer social preference scores predicted
data on friendships and social groups. Unexpectedly, both same and other sex peer nominations predicted children’s teacher-rated
social competence. Findings suggest that other-sex peers offer a unique perspective on children’s social behavior that is
neither superfluous nor unimportant to understanding children’s psychosocial adjustment. 相似文献
47.
Placing a prosodic boundary before a phrase may influence its syntactic analysis. However, the boundary’s effect depends on
the presence, size, and position of other, earlier, prosodic boundaries. In three experiments, we extend previous results
about the effect of the position of the early boundary. In sentences in which a final phrase may modify either a local verb
or an earlier verb, a boundary immediately after the first verb leads to more first-verb attachments than when the earlier
boundary appears in another position between the two verbs (Experiments 1 and 2). This effect cannot be attributed to weaker
effects of more distant boundaries (Experiment 2), but is likely due to the first verb being more prominent when a boundary
immediately follows it, since similar effects are observed when the verb is accented (Experiment 3). The results support the
informative boundary hypothesis and show that the impact of earlier, nonlocal boundaries is not fully uniform. 相似文献
48.
49.
Richard W. Thoreson Peter Shaughnessy Patricia A. Frazier 《Journal of counseling and development : JCD》1995,74(1):84-89
A national sample of female counselors (N = 377) was surveyed regarding sexual contact in professional relationships. Few respondents reported engaging in sexual contact either during or following professional relationships with clients, supervisees, or students. Individuals with doctoral degrees were more likely to have engaged in sexual contact with their own counselors, supervisors, or teachers. Counselors viewed sexual contact in current professional relationships as less ethical than contact in subsequent relationships, although relationships with former clients were seen as less ethical than relationships with former supervisees or students. Compared with male counselors from a previous study, female counselors were less likely to report sexual contact in their professional roles. Implications for research and training are discussed. 相似文献
50.
PREDICTORS OF RESPONSES TO UNWANTED SEXUAL ATTENTION 总被引:2,自引:0,他引:2
Caroline C. Cochran Patricia A. Frazier rea M. Olson 《Psychology of women quarterly》1997,21(2):207-226
Data were collected from 4,011 male and female university students, faculty, and staff regarding responses to unwanted sexual attention. Women and undergraduate students reported the highest incidence of unwanted sexual attention; most harassers were peers. Ignoring the behavior was the most common response, followed by avoiding the harasser and talking to others about the harassment. Harassment severity was the strongest predictor of responses, with more direct responses being made to more severe harassment. Bivariate correlational analyses suggested that unwanted sexual attention was rated as more distressing by women than by men, by faculty/staff than by students, by individuals with less tolerant attitudes toward harassment, and when the harasser was in a position of authority or when the harassment was of longer duration. In path analyses, only the relations between attitudes and responses were mediated by differences in perceived severity. The gender and status (i.e., student vs. faculty/staff) of the harassee, the duration of the harassment, and whether the harasser was in a position of authority had direct effects on responses not attributable to perceived severity. Implications for policy and future research are discussed. 相似文献