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131.
132.
Allen L. Edwards 《Psychometrika》1959,24(3):257-260
Two alternative formulas, based upon the analysis of variance, are given for Tryon's general form for the reliability coefficient. 相似文献
133.
David J.A. Edwards 《International journal of psychology》1987,22(1):39-55
In a study of political and cultural identity among Black South Africans, subjects from three localities indicated the degree of importance to them of twelve identities which included African, South African, Black, Ciskeian, Xhosa, urban/rural. Analysis of variance and factor analysis were employed. Patterns of identity in each locality were interpreted in terms of local factors determining cultural and political aspirations. In Grahamstown Ciskeian identity was seen as incompatible with South African, and was firmly rejected. In Zwelitsha attitudes to Ciskeian identity were markedly polarised, but Ciskeian identity was not seen as an alternative to South African identity. In rural Ciskei, Ciskeian identity was highly valued and South African identity was regarded as less important. Certain cultural identities were apolitical in Grahamstown and Rural Ciskei and were highly valued. In Zwelitsha where they had become politicised they were valued markedly less. 相似文献
134.
This research examined interpretations of messages as a function of whether they are equivocal or unequivocal, whether they protect self‐face or other‐face, and whether the perceivers of the messages are directly involved in the conversation or overhear it. The role of self‐monitoring and gender were also assessed. Results of Study 1 (N=463) revealed that equivocation is perceived as more polite but less honest and less competent than unequivocal criticism. Equivocation addressing other‐face is the most polite, and criticism of the other is the least polite. Females perceive equivocation as more polite than do males. Ego‐involvement influences perceptions independently and through its interaction with equivocation. No support was found for the role of self‐monitoring or the notion that equivocation conveys a more positive meaning than unequivocal criticism. Study 2 (N = 496) replicated the findings concerning the politeness, honesty, self‐other differences, gender differences, self‐monitoring, and meaning associated with equivocation. 相似文献
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Jennifer M. Demers Sally K. Ward Wendy A. Walsh Victoria L. Banyard Ellen S. Cohn Katie M. Edwards 《Journal of aggression, maltreatment & trauma》2018,27(1):54-75
The scope of student victimization occurring on college campuses is problematic, drawing the attention of researchers and campus officials. While most researchers of the disclosure of these unwanted experiences tend to examine just 1 form of victimization, a direct comparison of the disclosure of different types of campus victimization within a singular study is missing in the literature. The current study aimed to address this issue by examining 4 types of victimization experiences (unwanted sexual contact, unwanted sexual intercourse, intimate partner violence, and stalking) in a college population. A common set of possible predictors of disclosure were examined, including both demographic (e.g., gender, race, age) and situational factors (e.g., alcohol use, level of fear, relationship with perpetrator). While patterns of similarity across all victimization experiences emerged, the impact of gender, race, age, and alcohol use on disclosure decisions varied substantially by victimization type. The findings of this study address the gap in the current literature by providing a comparison and contrast of the influence of predictors across different types of victimization. Furthermore, the findings provide needed information that could help colleges and universities develop ways to encourage support-seeking and reporting among students. 相似文献
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Critical reflection potentially allows social work and human service (SWHS) students to understand how past experiences can shape their future practice. This study of 20 Australian undergraduate SWHS students with a history of childhood adversity found reflective writing for this purpose was not a useful pedagogical practice. Rather than developing skills in critical reflection students found the task performative, linked to academic requirements, where they needed to display emotional containment. Consequently, SWHS academics need to examine reflective writing about childhood adversity for assessment as this process may not enable students to build skills in critical reflection that drive professional development. 相似文献