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971.
Hung-Bin Sheu Robert W. Lent Matthew J. Miller Ryan D. Duffy 《Journal of Vocational Behavior》2010,76(2):252-367
Social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994) seeks to explain the factors that shape educational and vocational interests and choices. We used meta-analytic path analyses to synthesize data (from 1981 to 2008) relevant to SCCT’s interest and choice hypotheses, organizing the literature according to Holland’s (1997) broad occupational themes. Sufficient data were available to test (a) a 6-variable version of the interest/choice model in the Realistic, Investigative, and Enterprising themes, and (b) a 4-variable version of the model in the Artistic, Social, and Conventional themes. Analyses of both model versions were generally consistent with theoretical expectations. However, tests of the 6-variable model indicated better support for representing the pathways from contextual variables to choice goals as being partially mediated by self-efficacy and outcome expectations rather than as producing only direct linkages to goals. We consider implications of the findings for theory, research, and SCCT-based interventions. 相似文献
972.
Background. Recent studies have investigated the causal attributions for difficult pupil behaviour made by teachers, pupils, and parents but none have investigated the temporal stability or predictive validity of these attributions. Aims. This study examines the causal attributions made for difficult classroom behaviour by students on two occasions 30 months apart. The longitudinal stability of these attributions is considered as is the predictive validity of the first set of attributions in relation to teachers' later judgments about individual students' behaviour. Sample. Two hundred and seventeen secondary school age pupils (114 males, 103 females) provided data on the two occasions. Teachers also rated each student's behaviour at the two times. Method. A questionnaire listing 63 possible causes of classroom misbehaviour was delivered to pupils firstly when they were in Year 7 (aged 11–12) and then again, 30 months later. Responses were analysed through exploratory factor analysis (EFA). Additionally, teachers were asked to rate the standard of behaviour of each of the students on the two occasions. Results. EFA of the Years 7 and 10 data indicated that pupils' attributions yielded broadly similar five‐factor models with the perceived relative importance of these factors remaining the same. Analysis also revealed a predictive relationship between pupils' attributions regarding the factor named culture of misbehaviour in Year 7, and teachers' judgments of their standard of behaviour in Year 10. Conclusion. The present study suggests that young adolescents' causal attributions for difficult classroom behaviour remain stable over time and are predictive of teachers' later judgments about their behaviour. 相似文献
973.
Applying signal-detection theory to the study of observer accuracy and bias in behavioral assessment
Lerman DC Tetreault A Hovanetz A Bellaci E Miller J Karp H Mahmood A Strobel M Mullen S Keyl A Toupard A 《Journal of applied behavior analysis》2010,43(2):195-213
We evaluated the feasibility and utility of a laboratory model for examining observer accuracy within the framework of signal-detection theory (SDT). Sixty-one individuals collected data on aggression while viewing videotaped segments of simulated teacher-child interactions. The purpose of Experiment 1 was to determine if brief feedback and contingencies for scoring accurately would bias responding reliably. Experiment 2 focused on one variable (specificity of the operational definition) that we hypothesized might decrease the likelihood of bias. The effects of social consequences and information about expected behavior change were examined in Experiment 3. Results indicated that feedback and contingencies reliably biased responding and that the clarity of the definition only moderately affected this outcome. 相似文献
974.
975.
Alicia Summers R. David Hayward Monica K. Miller 《Journal of applied social psychology》2010,40(12):3218-3234
The death‐qualification process has been criticized because it tends to eliminate certain groups of individuals at a higher rate than others. This study examined whether the process systematically excludes jurors based on religious characteristics, justice philosophy, cognitive processing, and demographics. Results indicated that death qualification can be predicted by religious affiliation, devotionalism, fundamentalism, and Biblical interpretism; but not evangelism. Death qualification is predicted by the belief that murderers deserved to die, but not by beliefs that criminals deserve mercy, forgiveness, or payback. Cognitive processing had no impact on death qualification. Finally, gender and race predicted death qualification, while age and prior jury duty did not. These results are discussed in terms of implications for perceived legitimacy of the system. 相似文献
976.
977.
Richard W. Miller 《The Journal of Ethics》2010,14(3-4):231-253
G. A. Cohen incisively argued that our judgments of social justice should fit our convictions about how to interact with others in our personal lives. Ironically, the ordinary morality of cooperation invoked in his last book undermines his favored principle of equality, and supports John Rawls’ reliance on a relevantly impartial choice promoting appropriate fundamental interests as a basis for distributive standards. His further objections to Rawls’ account of distributive justice neglect the role of social relations in establishing the proper scope of that impartiality and the moral force of Rawls’ taxonomy of non-ideal societies. In contrast, the powerful evocation of goods of community at the end of Cohen’s last book points to a genuine inadequacy. Conscientious fellow-citizens must take account of the impact of their political choices on options for sharing and caring. In finding a proper balance between these goods and competing individualist concerns, the original position is of too little use to sustain Rawls’ assessment of his conception of justice as complete. In the face of our strong moral convictions about how to live together, both Cohen’s luck egalitarianism and Rawls’ barriers between aspirations to community and political choice must give way. 相似文献
978.
Scott R. Miller Gene H. Brody Velma M. Murry 《Journal of child and family studies》2010,19(3):298-307
We assessed the extent to which youths’ (n = 231) shyness and social acceptance in preadolescence were associated with parents’ responsive problem solving 1 year later
after controlling for initial levels of parents’ problem solving. Teachers (n = 176) completed assessments of youths’ shyness and social acceptance, and parents (n = 231 married pairs) completed assessments of their responsive problem solving with the child. For shy daughters, higher
levels of social acceptance from peers predicted more responsive problem solving from fathers. Greater social acceptance predicted
marginally less maternal problem solving for sons, but greater social acceptance predicted marginally more maternal problem
solving with daughters. Results suggest the salience of child gender, shyness, and social acceptance when considering typical
levels of parental involvement with youth. Implications for parents include the importance of successful problem solving discussions
with emerging adolescents, especially youth who are shy or excluded by peers. 相似文献
979.
Using experimental, observational and interview-assessment methods, we examined relations among mother–child discussion skills
and suggested strategies for coping with postdivorce interparental conflict in a conflict task, children’s memory for those
strategies in a later recall interview, and children’s self-reported use of coping strategies in response to parental conflict
at home. Participants included 50, 9–12 year-old children (50% female, 11% Mexican-American, 81% Euro-American, 8% other)
and their mothers. Results indicated that the frequency of suggested coping strategies in the conflict task significantly
predicted children’s later recall of the same strategies, and recalled strategies significantly predicted children’s self-reported
use of the same strategies at home. Mothers’ and children’s discussion skills were less robust predictors of coping, except
for secondary control and disengagement coping at-home. Gender and age differences, though few, were consistent with existing
literature. 相似文献
980.
Julia Ipgrave Joyce Miller Paul Hopkins 《Journal of International Migration and Integration》2010,11(1):73-89
This paper considers the responses of three English primary schools to the education of their Muslim pupils. It begins by setting out the context of discussion about Muslims and education in Europe as well as by describing some of the structural and pedagogical characteristics and trends in English education influencing the schools’ options and choices. The main body of the article is a comparative analysis of the three schools, focusing on the approaches of teachers and school leaders to the faith backgrounds of their pupils, their constructions of Islam for these educational contexts, and their preparation of Muslim children for a religiously plural Britain. As the schools devise strategies and select between options, they provide in microcosm differing models of the inclusion of minority Islam in a western society. 相似文献