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101.
The current study explored predictors of burnout and engagement in 1st-year college students. The theory of conservation of resources was used to create a path model for burnout and engagement. Specifically, the theory suggests that perceptions of demands mediate the relationship between resources and coping strategies. In turn, coping mediates the relationship of demands on the outcomes of burnout and engagement. Results indicate demands partially mediated the relationship between resources and coping strategies. Similarly, coping partially mediated the relationship between demands and burnout and engagement. Results suggest that teaching students adaptive ways of coping and extinguishing maladaptive ways of coping with the academic environment can increase engagement and decrease burnout. Implications for research, theory, and practice are discussed. 相似文献
102.
103.
In the present study, we examined the extent to which encoding specificity influences the relation between individual differences
in working memory capacity (WMC) and episodic recall. Participants performed a paired associates cued recall task in which
a rhyme or a semantic judgment was made during encoding. During recall participants were presented with the cue word along
with either a rhyme or semantic cue. Across both rhyme and semantic conditions, encoding and retrieval conditions either matched
or mismatched. When encoding and retrieval conditions matched, high WMC individuals outperformed low WMC individuals. When
encoding and retrieval conditions mismatched, high and low WMC individuals performed equivalently. Importantly, this occurred
because high WMC individuals were hurt more than low WMC individuals when conditions mismatched. These results demonstrate
the importance of encoding specificity in the relation between WMC and episodic recall as well as of unifying prior work that
has demonstrated that high WMC individuals are hurt more in some recall conditions than are low WMC individuals. 相似文献
104.
Executive-control processes regulate thoughts, emotions, actions, and behaviors that are critical for everyday functioning.
Recently, researchers have suggested that these processes can be flexibly modified by tasks that require executive control.
Specifically, it has been argued that executive-control tasks can deplete these executive-control processes, which can in
turn lead to negative transfer on subsequent task performance. Importantly, the degrees of malleability in executive-control
processes and transfer to different tasks are of ongoing debate. The present study critically examined the hypothesis that
executive-control processes can be exerted and whether or not this exertion would negatively transfer to performance on various
subsequent tasks. Across a series of experiments, negative transfer effects from extensive performance on the antisaccade
task were not found. Traditional hypothesis testing and Bayes factor computations were used to validate these findings. Collectively,
the present results put in question the use of the antisaccade task to observe both near and far negative transfer from using
executive-control processes. 相似文献
105.
Moses L Hall C Wuensch K De Urquidi K Kauffmann P Swart W Duncan S Dixon G 《The Journal of psychology》2011,145(3):229-245
On the basis of J. G. Borkowski, L. K. Chan, and N. Muthukrishna's model of academic success (2000), the present authors hypothesized that freshman retention in an engineering program would be related to not only basic aptitude but also affective factors. Participants were 129 college freshmen with engineering as their stated major. Aptitude was measured by SAT verbal and math scores, high school grade-point average (GPA), and an assessment of calculus readiness. Affective factors were assessed by the NEO-Five Factor Inventory (FFI; P. I. Costa & R. R. McCrae, 2007), and the Nowicki-Duke Locus of Control (LOC) scale (S. Nowicki & M. Duke, 1974). A binary logistic regression analysis found that calculus readiness and high school GPA were predictive of retention. Scores on the Neuroticism and Openness subscales from the NEO-FFI and LOC were correlated with retention status, but Openness was the only affective factor with a significant unique effect in the binary logistic regression. Results of the study lend modest support to Borkowski's model. 相似文献
106.
The current study explored predictors of burnout and engagement in 1st-year college students. The theory of conservation of resources was used to create a path model for burnout and engagement. Specifically, the theory suggests that perceptions of demands mediate the relationship between resources and coping strategies. In turn, coping mediates the relationship of demands on the outcomes of burnout and engagement. Results indicate demands partially mediated the relationship between resources and coping strategies. Similarly, coping partially mediated the relationship between demands and burnout and engagement. Results suggest that teaching students adaptive ways of coping and extinguishing maladaptive ways of coping with the academic environment can increase engagement and decrease burnout. Implications for research, theory, and practice are discussed. 相似文献
107.
108.
Phyllis A. Gordon David Feldman Royda Crose Eva Schoen Gene Griffing Jui Shankar 《Counseling and values》2002,46(3):162-174
The authors examined the ways in which 40 women with chronic illnesses (rheumatoid arthritis, osteoporosis, multiple sclerosis, systemic lupus erythematosus, or a combination of these disorders) used religious beliefs as a means of coping with their illnesses, The participants, all between the ages of 28 and 79 years, were interviewed about the role religious beliefs played in their experiences and the ways in which they made meaning in their lives or coped with their illnesses. The majority of the women reported that religious beliefs were important in living with a chronic illness. In addition, more women who were identified as coping well with their illness reported strong religious beliefs, whereas the majority of women identified as poor copers reported that religion was unimportant or that they had no religious beliefs. 相似文献
109.
110.
The Behavior Checklist, a self-report test procedure, was administered to 42 adults who stutter and 76 who do not in order to investigate the number, frequency of usage, type and nature of the responses that they reportedly employ to cope with the anticipation and/or presence of speech disruption. As a group, the participants who stutter reported a significantly greater number of speech-associated coping responses and a greater use of them than their nonstuttering peers did. Moreover, factor analysis made apparent fundamental between-group differences in the type and nature of certain forms of the coping responses reported by those who stutter and those who do not. This suggests that the quantitative and qualitative differences in the coping responses of those who do and do not stutter are potentially useful with respect to differential diagnostic and therapeutic decision making. EDUCATIONAL OBJECTIVES: (1) The reader will be able to describe differences in the number, frequency and types of coping behaviors used by PWS and PWNS. (2) The reader will be able to list similarities and differences in the type and nature of coping behaviors used by PWS and PWNS. (3) The reader will be able to discuss the features and use of the Behavior Checklist, a self-report procedure for assessing the responses used by adults to cope with the anticipation and occurrence of speech disruption. 相似文献