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141.
Patricia A. Smiley Katherine V. Buttitta Samuel Y. Chung Valeska X. Dubon Lillian K. Chang 《Motivation and emotion》2016,40(6):878-894
Dweck posits that implicit theories of intelligence provide a meaning system that organizes goal-based patterns of response in achievement situations. Goals of increasing competence or demonstrating competence provide purposes for engaging in achievement tasks and frameworks for interpreting and responding to outcomes. Despite suggestions that within an implicit theory framework, attributions and emotions should mediate associations between goals and post-failure responses, such models have rarely been explicitly tested. We obtained questionnaire data from college students (N = 261) on implicit theories, goals, and attributions, as well as emotions and behavior after a hypothetical failure. Path analysis showed that learning goal and effort attribution mediated the association between incremental theory and post-failure intention to plan remedial action. Theory-consistent indirect effects that predicted intention to withdraw were also identified. Findings provide support for Dweck’s theory and extend our understanding of the roles of goals, attributions, and emotions in explaining responses to achievement setbacks. 相似文献
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Previous research implies that stereotypic behavior tends to be maintained by the sensory consequences produced by engaging in the response. Few investigations, however, have focused on vocal stereotypy. The current study examined the noncommunicative vocalizations of 4 children with an autism spectrum disorder. First, functional analyses were conducted in an attempt to identify the function of each child's behavior. For each of the participants, it was found that vocal stereotypy was likely not maintained by the social consequences. Following assessment, response interruption and redirection (RIRD) was implemented in an ABAB design to determine whether vocal stereotypy could be successfully redirected. RIRD involved a teacher issuing a series of vocal demands the child readily complied with during regular academic programming. Vocal demands were presented contingent on the occurrence of vocal stereotypy and were continuously presented until the child complied with three consecutively issued demands without emitting vocal stereotypy. For each child, RIRD produced levels of vocal stereotypy substantially lower than those observed in baseline. For 3 of the children, an increase in appropriate communication was also observed. The children's teachers were trained to implement RIRD. Brief follow-up probes and anecdotal information implied that the treatment had a positive impact in the natural environment. 相似文献
144.
Latent transition models increasingly include covariates that predict prevalence of latent classes at a given time or transition
rates among classes over time. In many situations, the covariate of interest may be latent. This paper describes an approach
for handling both manifest and latent covariates in a latent transition model. A Bayesian approach via Markov chain Monte
Carlo (MCMC) is employed in order to achieve more robust estimates. A case example illustrating the model is provided using
data on academic beliefs and achievement in a low-income sample of adolescents in the United States.
This research was partially supported by the National Institute on Drug Abuse Grant 1-R03-DA021639. This research was partially
supported by the National Institute on Drug Abuse Grant 1-P50-DA10075, The Methodology Center, The Pennsylvania State University.
This research was partially supported by the National Institute of Mental Health funds as part of the Studying Diverse Lives
research support program at the Henry A. Murray Research Archive, Institute for Quantitative Science, Harvard University. 相似文献
145.
Yanhong Liu Hyunhee Kim JoLynn V. Carney Kyung Sun Chung Richard J. Hazler 《Journal of counseling and development : JCD》2020,98(4):391-401
School connectedness refers to students' beliefs that their peers and adults at school care about their learning and themselves as individuals. School connectedness has been widely documented as a significant predictor for positive student outcomes, yet little is known about factors associated with it as an outcome variable. Guided by the advocating student-within-environment framework situated with the social development model, this study explored individual and contextual factors associated with school connectedness among 1,201 students in Grades 4 to 8. Gender, ethnicity, grade level, and social skills were found to be significant individual factors, whereas school support for learning and acceptance of diversity were significant contextual factors. Together, the individual and contextual factors explained 47% of the variance in school connectedness. Our findings also revealed grade-related variability concerning associations between the factors and school connectedness. These findings provide further insights into fostering connectedness in the context of counseling in schools with consideration to students' developmental needs. 相似文献
146.
Tso Ricky Van Yip Chan Ronald Tsz Chung Hsiao Janet Hui-wen 《Psychonomic bulletin & review》2020,27(3):553-562
Psychonomic Bulletin & Review - Recent research on visual object recognition has suggested that the right hemisphere can engage either holistic or part-based processing depending on whether the... 相似文献
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Deborah A. Goebert Fumiaki Hamagami Earl S. Hishinuma Jane J. Chung‐Do Jeanelle J. Sugimoto‐Matsuda 《Suicide & life-threatening behavior》2019,49(1):193-209
Multivariate dynamic relationships among suicide attempts, anxiety and/or depressive symptoms, hope, and help‐seeking were examined across time in Native Hawaiian and non‐Hawaiian adolescents, using data from a 5‐year longitudinal cohort study (N = 7,317). The rate of suicide attempts decreased over time, but this reduction was significantly less among Native Hawaiian youth than their non‐Hawaiian peers. There were also significant differences between groups in hope and help‐seeking, with Native Hawaiian youth increasing help‐seeking and decreasing hope to a greater degree. Youth‐centered, cultural approaches to suicide prevention are essential in enhancing well‐being in indigenous communities. 相似文献
150.
Ryo Chung 《医学与哲学(人文社会医学版)》2004,25(3)
卫生保健在国际水平上的不平等(这些不平等应视为不公正)要求实行全球性体制,依照全球公正的基本原则来实现人类基本的卫生保健需求. 相似文献