全文获取类型
收费全文 | 1410篇 |
免费 | 50篇 |
出版年
2022年 | 5篇 |
2020年 | 27篇 |
2019年 | 24篇 |
2018年 | 27篇 |
2017年 | 32篇 |
2016年 | 39篇 |
2015年 | 36篇 |
2014年 | 23篇 |
2013年 | 175篇 |
2012年 | 51篇 |
2011年 | 62篇 |
2010年 | 28篇 |
2009年 | 35篇 |
2008年 | 47篇 |
2007年 | 46篇 |
2006年 | 50篇 |
2005年 | 43篇 |
2004年 | 50篇 |
2003年 | 43篇 |
2002年 | 56篇 |
2001年 | 24篇 |
2000年 | 14篇 |
1999年 | 22篇 |
1998年 | 20篇 |
1997年 | 20篇 |
1996年 | 25篇 |
1995年 | 23篇 |
1994年 | 20篇 |
1993年 | 28篇 |
1992年 | 14篇 |
1991年 | 27篇 |
1990年 | 19篇 |
1989年 | 17篇 |
1988年 | 24篇 |
1987年 | 17篇 |
1986年 | 16篇 |
1985年 | 21篇 |
1984年 | 13篇 |
1983年 | 22篇 |
1982年 | 21篇 |
1981年 | 25篇 |
1980年 | 15篇 |
1979年 | 12篇 |
1978年 | 18篇 |
1977年 | 19篇 |
1976年 | 14篇 |
1975年 | 7篇 |
1974年 | 7篇 |
1973年 | 7篇 |
1972年 | 5篇 |
排序方式: 共有1460条查询结果,搜索用时 15 毫秒
251.
This current study introduced a new method to investigate the prevalence and correlates of significant imbalances in the relative accuracy with which eighth-graders read nonwords (e.g., prauma) and exception words (e.g., vaccine). Substantial proportions of students showed imbalanced word-reading profiles, but these were not strongly tied to differences in reading and spelling achievement. Of the students without reading difficulties, 19% had imbalanced word-reading profiles favoring exception words and 17% had imbalanced word-reading profiles favoring nonwords. Of the poor readers, 39% met the criterion for phonological dyslexia (with imbalanced word-reading profiles favoring exception words) and 14% met the criterion for surface dyslexia (with imbalanced word-reading profiles favoring nonwords) in relation to the eighth-grade benchmark readers, but the incidence of these types of dyslexia varied with verbal ability. Of the poor readers with normal verbal ability, 60% were classified as phonological dyslexics and none was classified as surface dyslexic. In students low in verbal ability, surface dyslexia was more common. However, when imbalanced word-reading profiles were defined in relation to fourth-grade reading-level controls, only 12 phonological dyslexics and 1 surface dyslexic were identified. Relatively few cases of either type of developmental dyslexia appeared to be "pure." 相似文献
252.
253.
Joelle C. Ruthig Tara L. Haynes Raymond P. Perry Judith G. Chipperfield 《Social Psychology of Education》2007,10(1):115-137
Although optimism has several benefits, there are potential drawbacks associated with “too much of a good thing”. Within an
academic context, a possible determinant of the adaptiveness of optimistic bias is whether students have a sense of control
over academic outcomes: optimistically-biased (OB) achievement expectations paired with perceptions of academic control may
enhance performance and well-being; optimistic bias in the absence of perceived control may result in disappointment, poor
performance, and diminished well-being. The current longitudinal study examined academic control cognitions (ACC) among OB
college students (n = 319) versus non-optimistically biased (non-OB) students (n = 321). We also examined the effects of academic optimistic bias on composite measures of college performance (perceived
success, final psychology course grades, cumulative GPA, course attrition) and well-being (positive and negative emotions,
health behaviors, future optimism) 6 months later; and determined whether ACC accounted for those associations. Significant
MANCOVAs showed OB students had greater ACC, better subsequent well-being, and outperformed their non-OB counterparts. These
well-being and performance differences remained significant after statistically accounting for initial aptitude and ACC. Overall,
academic optimistic bias was accompanied by perceived controllability over scholastic outcomes, yet beyond the effects of
ACC, optimistic bias was associated with better year-end performance and well-being. Findings have implications for maximizing
the successful transition of first-year college students. 相似文献
254.
Rebecca L. Toporek Judith A. Lewis Hugh C. Crethar 《Journal of counseling and development : JCD》2009,87(3):260-268
In 2003, the American Counseling Association (ACA) adopted the ACA Advocacy Competencies (J. A. Lewis, M. S. Arnold, R. House, & R. L. Toporek, 2002) to provide guidance to counselors and acknowledge advocacy as an ethical aspect of service to clients. This article provides a foundation for this special section by sharing a historical perspective on recent pivotal advocacy movements within the profession. An overview of the development and content of the Advocacy Competencies is provided followed by a case example to assist counselors in understanding and enhancing their application. 相似文献
255.
Chaos theory is presented for counselors working with clients experiencing life transitions. It is proposed as a model that considers disorder, unpredictability, and lack of control as normal parts of transition processes. Nonlinear constructs from physics are adapted for use in counseling. The model provides a method clients can use to reconstruct their own alternative life narratives, a framework in which life stories are understood, and a means to facilitate cocreation of adaptive interventions. 相似文献
256.
Dr. Heide Glaesmer Astrid Sonntag Sven Barnow Elmar Brähler Jörg M. Fegert Steffen Fliegel Harald J. Freyberger Lutz Goldbeck Steffi Kohl Judith Lebiger-Vogel Marianne Leuzinger-Bohleber Felicitas Michels-Lucht Ulrike Willutzki Nina Spröber Bernhard Strauß 《Psychotherapeut》2009,54(6):437-444
Background
A survey was performed to assess the current situation in education and to identify critical issues 10 years after the inception of the psychotherapy act in Germany.Methods
In August 2008 all non-medical psychotherapists who had graduated since 2002 according the psychotherapy act were invited to take part in the survey and a total of 863 persons participated. The answers from 666 could be evaluated corresponding to a participation rate of 20%.Results
A total of 57.6% of the graduates had completed a full-time training and approximately 50% of the graduates had completed the training within the allotted time. In the majority of cases evaluation occurred only for the theoretical courses. During the practical work (PT I) 36.8% of the graduates did not receive any salary or remuneration, 82% had their own field of activity and of these 38% treated patients without the presence of qualified tutor.Conclusions
The training often lasts longer than intended, the financial situation in the PT I is exceptionally critical and in clear contrast to the field of activity in this section of training. Further detailed results will be presented and discussed. 相似文献257.
We examined whether a salient gender identity activates gender stereotypes along the dimensions of sociability and ability (Fiske et al. 2002). A sample of US undergraduates (40 men, 38 women) instructed to think about women subsequently took longer to name the colors of words associated with sociability than ability on a modified Stroop task. Solo women in another sample of US undergraduates (45 women) showed the same response pattern. Women in a third sample of US adults (20 men, 16 women) showed a similar pattern. Meta-analysis of the three samples suggests women with a salient gender identity experience relative activation of only the positive dimension of a stereotype (e.g. “woman” equals warm). 相似文献
258.
Dipl. Psych. Judith Lebiger-Vogel Yvette Barthel Manfred E. Beutel Gerd Rudolf Reinhold Schwarz† Rüdiger Zwerenz Marianne Leuzinger-Bohleber 《Forum der Psychoanalyse》2009,25(3):283-297
Given a growing demand of psychotherapeutic care the interest of students in a psychotherapeutic occupation is gaining relevance. At the same time psychoanalytic training institutions and societies have been confronted with a continuous decrease of candidates over the last decades. Psychology students, medical students and students of educational sciences (the latter only in the child and adolescent treatment sector) are admitted for a psychotherapeutic training approved by the health care insurances in Germany and have the possibility to choose between a behavioral or a psychodynamic oriented training. In the present multimethodological cross-sectional study those student groups (N?=?679) were questioned about their interest in a psychotherapeutic training in general and, if they proved to be interested, about their specific choice of training. Amongst psychology students the largest group of those interested in a psychotherapeutic training would opt for a behavioral education. Amongst medical students and students of pedagogy and social pedagogy a psychotherapeutic training is less frequently an option for their future career plans. Amongst the students of educational sciences, for those interested in training, psychodynamic methods are more often of interest. Possible reasons for the students' decisions in the context of the specific German legal situation are discussed. 相似文献
259.
Self‐monitoring to increase the on‐task behavior of students with learning disabilities has been the focus of numerous studies in the literature. This study examined the effectiveness of computer aided self‐monitoring of academic task completion to reduce self‐injurious behavior in a 13‐year‐old male student with autism. Using an ABAB design, data were collected over 22 sessions in a resource‐reading classroom. Visual and statistical analyses indicated that when self‐monitoring of activity completion was implemented, rates of completion increased and maladaptive behaviors such as self‐injurious behavior and tantruming decreased. Discussion follows for implications for self‐monitoring with students with autism. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
260.