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341.
Nadya A. Fouad Gail Hackett Philip L. Smith Neeta Kantamneni Mary Fitzpatrick Susan Haag Dee Spencer 《Journal of Vocational Behavior》2010,77(3):361-373
This article presents three studies that provide an in-depth examination of STEM-related supports and barriers. These studies constructed an instrument to identify male and female perceptions of the barriers and supports for pursuing coursework and/or careers in mathematics and sciences domains; to pilot test and refine that instrument; and then to explore gender differences in perceptions of supports and barriers at three different educational levels: middle school, high school, and college. Study 1 involved using literature reviews and in-depth interviews at the three educational levels to broadly identify perceived supports and barriers, and to develop a taxonomy of barrier and supports at each level. Based upon the taxonomy, study 2 involved the construction and pilot testing of a barriers and support instrument. Study 3 involved administering the revised instrument to a large sample of participants at each educational level. Results indicate both gender and developmental differences in perceptions of the barriers and supports for pursuing a math or science curriculum. 相似文献
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The present research was designed to investigate whether anticipated publicity of performance would adversely affect the performance of high school girls to a greater extent than high school boys. If ambivalence about success is intensified for girls towards the end of high school, they would be expected to do better when test results were anticipated to be private rather than public. These results were confirmed only for girls of average ability. Average-ability girls also chose same-sex comparisons and showed less interest in comparison with standard setters. Performance data and social comparison choices suggest that the pattern of achievement for average-ability girls may be well established by sixth grade. Further clarification of the period when incompatibilities arise between the female role and academic achievement is required.Portions of this article were presented as a paper at the annual meeting of the Midwestern Psychological Association, Chicago 1977, and formed part of the first author's research for her master's thesis, submitted to Indiana University, 1976. 相似文献
344.
Kathryn E Weaver María M Llabre Ron E Durán Michael H Antoni Gail Ironson Frank J Penedo Neil Schneiderman 《Health psychology》2005,24(4):385-392
The authors tested a structural model that incorporated age, time since diagnosis, social support, coping, and negative mood as predictors of medication adherence and HIV viral load on 188 men and 134 women on highly active antiretroviral therapy (HAART). The authors used psychosocial latent factors formed from baseline measures to predict latent factors of adherence, as assessed by electronic monitoring and self-report, and viral load defined by indicators assessed over a 15-month period. Results from the model indicate that greater negative mood and lower social support are related to greater use of avoidance-oriented coping strategies. Use of these coping strategies by patients on HAART is related to poorer medication adherence and, subsequently, higher viral load. This model advances researchers' understanding of the contribution of psychosocial variables in predicting treatment adherence and disease progression in HIV-positive men and women. 相似文献
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Rune J. Simeonsson Donald B. Bailey Gail S. Huntington Marilee Comfort 《Infant mental health journal》1986,7(1):81-94
While the conceptual and clinical utility of the goodness of fit concept has been documented extensively, the number of specific empirical tests of the concept has been limited. In this study, the concept was applied in the conceptualization and analysis of early intervention efforts. The major question examined was the extent to which the goodness of fit of child, maternal, and support variables discriminated good and poor adaptation of the mother as measured by the quality and appropriateness of care giving involvement with her handicapped child. Findings indicated that an index of maternal and child characteristics and measures of maternal locus of control, child temperament, and social support collectively contributed to the correct classification of 77% of mothers in high vs. low involvement groups. Locus of control and the maternal/child index accounted for 25% of the variance in caregiver involvement. The findings illustrate the applicability of the goodness of fit concept and provide support for efforts focused on maximizing the fit of the child, family, and variables in early intervention. 相似文献
349.
Ironson Gail Lucette Aurelie Hylton Emily Pargament Kenneth I. Krause Neal 《Journal of religion and health》2018,57(4):1554-1566
Journal of Religion and Health - Inflammation, often measured by C-reactive protein (CRP), is thought to be related to a number of debilitating illnesses as we age, including cardiovascular... 相似文献
350.
Preet K. Chauhan Eileen Wood Tarique Plummer Gail Forsyth 《Journal of Academic Ethics》2018,16(2):133-149
The current study extends previous literature regarding the effectiveness of learning about academic integrity through peer instruction by assessing the impact of a peer instructional approach for actual and perceived learning gains over time. One trained residence don provided one interactive 30-min presentation covering four major aspects of academic integrity and misconduct (i.e., definition, detection, consequences, and importance of academic integrity) to groups of undergraduate students. In total, 192 participants attended the workshop and were surveyed for their knowledge of academic integrity immediately before the presentation, immediately after the presentation, and after a four week delay. Perceptions regarding the presentation also were assessed. Consistent with previous literature, results indicate perceived learning gains and preference for having an interactive presentation delivered by a residence don. In addition, actual gains in knowledge were found immediately after the presentation and gains remained evident over a four-week delay. Outcomes suggest that peer instruction is a viable and effective approach for educating students about academic integrity. 相似文献