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321.
Scott R. Ross Heidi N. Keiser Jessica V. Strong Corinne M. Webb 《Personality and individual differences》2013
Gray’s reinforcement sensitivity theory, consisting of the behavioral inhibition (BIS) and behavioral activation (BAS), is frequently used to represent basic dimensions of psychopathology. However, notably few investigations have examined the link between the BIS/BAS and symptoms of personality disorder (PD). Although the Fight-Flight-Freeze System has emerged in the revised model as an important aspect of motivation, the BIS (linked to anxiety) and BAS (linked to impulsivity) have been the primary foci. The current investigation uses a dimensional measure of PD, the schedule for nonadaptive and adaptive personality (SNAP; Clark, 1993) applied to two independent samples of English-speaking participants: undergraduates (n = 276) and clinical patients (n = 47). Results were consistent across both samples, demonstrating that symptoms of Cluster B PDs are indicative of high BAS levels whereas symptoms of Cluster C PDs are characterized by high BIS levels. 相似文献
322.
This study tested a hypothesized model examining reading proficiency across first grade. It addressed how alphabetics at the beginning of the year were mediated by applied and automated skills at the middle of the year to explain actualized reading at the end of the year. The alphabetic skills of 102 first graders were measured in October and the applied and automated skills measured in January. In May, actualized reading was measured. Using structural equation modeling, the model produced acceptable levels of model-fit across all indices. Reading fluency is an important developmental step in first grade that mediates foundational alphabetic skills. 相似文献
323.
Some students do not cheat. Students high in measures of bravery, honesty, and empathy, our defining characteristics of heroism, report less past cheating than other students. These student heroes also reported that they would feel more guilt if they cheated and also reported less intent to cheat in the future than nonheroes. We find general consensus between students and professors as to reasons for the nonreporting of cheating, suggesting a general impression of insufficient evidence, lack of courage, and denial. Suggested interventions in academia are based in positive psychology and an understanding of academic heroes. 相似文献
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326.
Adeline Nyamathi Heidi A. Wayment Christine Dunkel-schetter 《Anxiety, stress, and coping》2013,26(2):133-148
We examined a model of stress and coping in 749 African-American women at risk for HIV infection. Women in the sample were either homeless, intravenous drug users (IVDUs) sexual partners of IVDUs, or prostitutes. A model was hypothesized based on stress and coping theory and research. Antecedents studied were personal resources, specifically self-esteem and available support. Mediators were threat appraisal and coping efforts. Outcomes studied were emotional distress and HIV risk behaviors. Structural equation modeling techniques were used to test hypothesized pathways between these variables. Forty-five percent of the variance in emotional distress in these women was explained by the model with self-esteem and avoidant coping the strongest predictors. Ten percent of the variance in risk behavior was explained by the model with emotional distress the strongest predictor. Direct and indirect pathways predicting risk behavior and distress are discussed. Implications of results for intervention and theory building are considered. 相似文献
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328.
Ronald Neufeldt Michael H. Fisher Alan Lowenschuss R. Blake Michael Jennifer B. Saunders Will Sweetman Jason D. Fuller Christopher Key Chapple M. Whitney Kelting Heidi Pauwels D. Dennis Hudson Kate Romanoff Thomas Forsthoefel Sonya L. Jones Frank J. Korom Kathleen D. Morrison 《International Journal of Hindu Studies》1999,3(1):83-107
329.
Heidi?A.?WaymentEmail author Bill?Wiist Bruce?M.?Sullivan Meghan?A.?Warren 《Journal of Happiness Studies》2011,12(4):575-589
We examined the relationship between meditation experience, psychological mindfulness, quiet ego characteristics, and self-reported
physical health in a diverse sample of adults with a range of Buddhist experience (N = 117) gathered from a web-based survey administered to Buddhist practitioners around the world between August 1, 2007 and
January 31, 2008. Practicing meditation on a regular basis and greater experience with Buddhism was related to higher psychological
mindfulness scores. Psychological mindfulness was correlated with a latent variable called “quiet ego characteristics” that
reflected measures based on Bauer and Wayment’s (Transcending self-interest: psychological explorations of the quiet ego.
American Psychological Association, Washington, DC, pp 7–19, 2008) conceptual and multidimensional definition of a “quiet ego”: wisdom, altruism, sense of interdependence with all living
things, need for structure (reversed), anger/verbal aggression (reversed), and negative affectivity (reversed). In turn, quiet
ego characteristics were positively related to self-reported health. Our findings provide continuing support for the key role
psychological mindfulness may play in psychological and physical well-being. 相似文献
330.
This study tests the ability of classroom emotional climate to moderate anxious solitary children's risk for peer exclusion over a 3-year period from 3rd through 5th grade. Six hundred eighty-eight children completed peer nominations for anxious solitude and peer exclusion in the fall and spring semesters of each grade, and observations of classroom emotional climate were conducted at the same time points. Results revealed a positive relation between anxious solitude and peer exclusion in the fall semester of each grade. However, in classrooms with supportive versus unsupportive emotional climates, this relation demonstrated a different pattern of change from fall to spring semesters. In classrooms with supportive emotional climates, children with high versus low levels of anxious solitude experienced relative elevation in fall peer exclusion, but this disappeared by the spring, such that spring peer exclusion levels were equalized among children who differed in anxious solitude. This result is consistent with hypotheses guided by the Child × Environment model. However, in classrooms with unsupportive emotional climates, results did not conform to expectations that children with high anxious solitude would experience stable or increased peer exclusion over time. 相似文献