全文获取类型
收费全文 | 331篇 |
免费 | 15篇 |
专业分类
346篇 |
出版年
2023年 | 3篇 |
2022年 | 7篇 |
2021年 | 3篇 |
2020年 | 4篇 |
2019年 | 9篇 |
2018年 | 14篇 |
2017年 | 12篇 |
2016年 | 17篇 |
2015年 | 16篇 |
2014年 | 13篇 |
2013年 | 41篇 |
2012年 | 18篇 |
2011年 | 14篇 |
2010年 | 7篇 |
2009年 | 12篇 |
2008年 | 10篇 |
2007年 | 17篇 |
2006年 | 10篇 |
2005年 | 15篇 |
2004年 | 5篇 |
2003年 | 7篇 |
2002年 | 7篇 |
2001年 | 5篇 |
2000年 | 8篇 |
1999年 | 2篇 |
1997年 | 3篇 |
1996年 | 3篇 |
1995年 | 6篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1989年 | 2篇 |
1988年 | 3篇 |
1986年 | 2篇 |
1985年 | 4篇 |
1984年 | 2篇 |
1983年 | 5篇 |
1981年 | 1篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 1篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1974年 | 1篇 |
1973年 | 3篇 |
1970年 | 2篇 |
1969年 | 1篇 |
1967年 | 5篇 |
1966年 | 2篇 |
1944年 | 1篇 |
排序方式: 共有346条查询结果,搜索用时 0 毫秒
81.
Mulvey A Terenzio M Hill J Bond MA Huygens I Hamerton HR Cahill S 《American journal of community psychology》2000,28(6):883-911
Stories about community work in New Zealand and Scotland are presented to describe and reflect on issues central to feminist community psychology. Organizing a lesbian festival, Ingrid Huygens describes feminist processes used to equalize resources across Maori (indigenous) and Pakeha (white) groups. Heather Hamerton presents her experiences as a researcher using collective memory work to reflect on adolescent experiences related to gender, ethnicity, and class. Sharon Cahill chronicles dilemmas and insights from focus groups about anger with women living in public housing in Scotland. Each story chronicles experiences related to oppression and privilege, and describes the author's emotions and reflections. Individually and collectively, the stories illustrate the potential offered by narrative methods and participatory processes for challenging inequalities and encouraging social justice. 相似文献
82.
In this study, 361 adult burn survivors completed the Perceived Stigmatization Questionnaire (PSQ), the Social Comfort Questionnaire (SCQ), and other measures. Both the PSQ and SCQ had good internal consistency indices. Factor analysis of the PSQ yielded 3 factors (absence of friendly behavior, confused/staring behavior, and hostile behavior). The SCQ had 1 factor. Conjoint factor analysis with measures of related constructs (body esteem, body-esteem importance, depression, social support) suggested that PSQ and SCQ measure distinct constructs. Correlations with the related psychosocial constructs and burn characteristics suggested the PSQ and SCQ have good convergent and discriminant validity. Limitations of the study are discussed. 相似文献
83.
84.
Robert L. Marion 《Journal of counseling and development : JCD》1979,57(6):311-312
In many school systems in the country, especially in urban areas, large numbers of adolescent students feel alienated and frustrated because they are not allowed to participate in the decision-making process and in school activities. The result of this lack of participation is illustrated by the large number of adolescents who drop out, are pushed out, or are suspended and expelled. Unless these students become involved, rehabilitated, and their leadership potential is developed, the gap will continue to widen between those who have assumed leadership through authority (administrators, teachers, and counselors) and those who are most affected by a lack of involvement (students). 相似文献
85.
This experiment was designed to evaluate the effect of different types of insults in different social contexts on the victim's resistance to the attack. In a teaching exercise, which was purportedly measuring their intelligence, students were insulted for their incompetence by their teacher in various situations: when alone, in front of an ingroup member, or in front of an outgroup member. In half the cases this personal insult was augmented by one impugning the competence of the student's academic ingroup as well. Direct resistance showed a complex pattern of results, reflecting concerns about managing an impression of group loyalty and personal detachment. Measures of indirect resistance showed higher levels in the public, as opposed to the private contexts, and were conceptualised as reflecting esteem deflation. These results thus amplify and extend into the logic of a collectivist culture hypotheses (Felson, 1978) about aggression as impression management. 相似文献
86.
87.
O'Brien Marion Peyton Vicki Mistry Rashmita Hruda Ludmila Jacobs Anne Caldera Yvonne Huston Aletha Roy Carolyn 《Sex roles》2000,42(11-12):1007-1025
Although the multidimensionality of gender roles has been well established, few researchers have investigated male and female roles separately. Because of the substantial differences in the ways male and female roles are portrayed in our culture, boys and girls may think and learn about these roles differently. The male role is more clearly defined, more highly valued, and more salient than the female role; thus, children's cognitions about these two roles may be expected to differ. The present study addressed the question of whether there is sex-typical variation in gender labeling, gender-role knowledge, and schematicity. Participants were 120 families; 15% were from minority ethnic groups, and 17% were single-parent families; 25% of the parents had a high school education or less. Results indicated that at 36 months of age, boys were less able to label gender and less knowledgeable about gender roles than were girls. Boys' knew more about male stereotypes than female stereotypes, whereas girls knew considerably more than boys about the female role and as much as boys about the male role. Boys and girls were found to be similar in gender schematicity. Traditionality of parental attitudes regarding child-rearing and maternal employment were not strongly related to children's gender cognition. 相似文献
88.
Bioethicists have articulated an ideal of shared decision making between physician and patient, but in doing so the role of clinical uncertainty has not been adequately confronted. In the face of uncertainty about the patient's prognosis and the best course of treatment, many physicians revert to a model of nondisclosure and nondiscussion, thus closing off opportunities for shared decision making. Empirical studies suggest that physicians find it more difficult to adhere to norms of disclosure in situations where there is substantial uncertainty. They may be concerned that acknowledging their own uncertainty will undermine patient trust and create additional confusion and anxiety for the patient. We argue, in contrast, that effective disclosure will protect patient trust in the long run and that patients can manage information about uncertainty. In situations where there is substantial uncertainty, extra vigilance is required to ensure that patients are given the tools and information they need to participate in cooperative decision making about their care. 相似文献
89.
Marion McAllister 《Journal of genetic counseling》2001,10(3):233-250
The practice of genetic counseling is in need of evidence-based theoretical frameworks. Although strategies used in genetic counseling are increasingly evidence-based, the field of genetic counseling does not have a generally accepted theoretical basis for development of therapeutic interventions. We know very little about (1) what actually happens in genetic counseling and (2) the impact it has on clients and their families. A number of researchers have used a variety of approaches in an attempt to introduce some theoretical basis for genetic counseling research and practice. Other workers have used experience in their clinical practice to write theoretically about the kinds of processes that might be going on in and around genetic counseling. However, there are few studies to date, which have attempted to build theory modeling the psychosocial processes that take place in and around the genetic counseling clinic using empirical data. This paper describes a methodology (grounded theory) that is designed specifically to build theory about psychosocial processes from a strong evidence base, and explains how it can contribute to the development of practice in genetic counseling. 相似文献
90.
Croizet Jean-Claude Désert Michel Dutrévis Marion Leyens Jacques-Philippe 《Social Psychology of Education》2001,4(3-4):295-310
According to Steele (1997), negative stereotypes about intellectual abilities can act as a threat that disrupts the performance
of students targeted by bad reputations. Previous research on stereotype threat has showed that on a stereotype-relevant test,
stigmatized group members (e.g., African Americans) performed worse than others on an intellectual verbal task. However, when
the instructions accompanying the test did not create stereotype threat, stigmatized group members' performance was equal
to that of other participants. In this paper, we present studies documenting the effect of stereotype threat and discuss ways
to counter it. Two strategies derived from Self-Categorization Theory (Turner & Oakes, 1989) and Self-Affirmation Theory (Steele,
1988) are presented, tested, and discussed.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献