全文获取类型
收费全文 | 1784篇 |
免费 | 133篇 |
国内免费 | 43篇 |
专业分类
1960篇 |
出版年
2024年 | 3篇 |
2023年 | 27篇 |
2022年 | 12篇 |
2021年 | 44篇 |
2020年 | 46篇 |
2019年 | 29篇 |
2018年 | 77篇 |
2017年 | 82篇 |
2016年 | 64篇 |
2015年 | 56篇 |
2014年 | 74篇 |
2013年 | 304篇 |
2012年 | 136篇 |
2011年 | 114篇 |
2010年 | 80篇 |
2009年 | 67篇 |
2008年 | 124篇 |
2007年 | 130篇 |
2006年 | 90篇 |
2005年 | 76篇 |
2004年 | 39篇 |
2003年 | 39篇 |
2002年 | 44篇 |
2001年 | 11篇 |
2000年 | 26篇 |
1999年 | 17篇 |
1998年 | 13篇 |
1997年 | 8篇 |
1996年 | 11篇 |
1995年 | 8篇 |
1994年 | 13篇 |
1993年 | 5篇 |
1992年 | 3篇 |
1991年 | 7篇 |
1990年 | 10篇 |
1989年 | 5篇 |
1988年 | 5篇 |
1987年 | 3篇 |
1984年 | 10篇 |
1979年 | 4篇 |
1978年 | 5篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1975年 | 5篇 |
1974年 | 3篇 |
1973年 | 2篇 |
1970年 | 2篇 |
1969年 | 2篇 |
1968年 | 2篇 |
1946年 | 2篇 |
排序方式: 共有1960条查询结果,搜索用时 0 毫秒
951.
美国金融危机是全球经济过度金融化的后果。过度金融化不仅形成了脱离实体经济发展水平的巨量金融资产泡沫,而且造成了储蓄动员机制、风险管理机制和分配调节机制等市场经济运行机制的蜕化。更为严重的是,过度金融化破坏了正常的经济生态,使私人资本的逐利本性凌驾于其他社会价值之上,人们的经济行为被恐惧和贪婪所统治。只有深刻认识过度金融化对于市场经济运行机制和社会伦理文化所造成的负面影响,才能在深化金融改革、扩大金融开放的过程中始终保持清醒的头脑,避免重蹈过度金融化的覆辙。 相似文献
952.
工程伦理学如今已成为伦理学领域的一支劲旅,相关问题的争论却愈演愈烈,极难达成伦理共识。至关重要的两个基本问题是:工程伦理学是否可能?工程伦理学为何种伦理学?实际上,工程伦理学不但可能,而且是具有鲜明的现实价值和实践意义的应用伦理学。 相似文献
953.
López-Goñi JJ Fernández-Montalvo J Menéndez JC Yudego F García AR Esarte S 《The Spanish journal of psychology》2010,13(2):906-913
The pre-post treatment change of 112 patients in two therapeutics Spanish communities is described. The Addiction Severity Index (ASI) was used at intake and at the end of the treatment program. Results of the treatment program were evaluated by applying composite scores (CS) of the ASI, and the evolution of each patient was evaluated using the Reliable Change Index (RCI). 69.7% of the sample completed treatment, and 30.3% dropped out prematurely. At intake, the percentage of people who could improve in the different areas of the ASI ranged between 35.1% for alcohol consumption and 95.3% for family relationships. At the follow-up, the percentage of subjects who showed significant statistical improvements in the different areas varied between 7.9% in family relations and 66.7% in alcohol consumption. The percentage of patients who deteriorated was less than 10% for all variables. Implications for further research and clinical practice are commented upon. 相似文献
954.
André Resner 《Teaching Theology & Religion》2010,13(4):339-349
M.Div. programs sequence curriculum in order to cumulatively build competencies for wise, faithful, reflective, appropriate and effective ministerial practices. That is why the introductory preaching course typically is positioned somewhere near the middle of the program. The author of this article discovered that students who, in the semester immediately preceding the introductory preaching course, were apprenticed in the art of critical theological reflection on previously preached sermons entered the introductory course more eager, with more finely attuned expectation levels, and with anxiety levels that promoted rather than hampered learning. 相似文献
955.
RESUMENEn este artículo los autores aportan una visión de lo que se entiende por psicología del testimonio. Condensan los estudios sobre los procedimientos policiales de recuerdo de personas que se desarrollaron simulando las condiciones reales lo más exactamente posible, resaltando la capacidad de la ciencia psicológica en un campo “relativamente” nuevo y, a todas luces, aplicado. Comienzan por delimitar el área y describir los procedimientos policiales más difundidos en los diferentes países, comentando a continuación los resultados de las investigaciones psicológicas sobre los instrumentos genéricamente llamados “retratos-robot” y que, principalmente, han sido realizados en las universidades de Aberdeen (Escocia) y Houston (USA). En el último apartado sintetizan los datos más relevantes y finalizan subrayando la utilidad de la Psicología en este ámbito y la importancia de diseños experimentales cercanos a la realidad. 相似文献
956.
Rachel R. Ouellette Stacy L. Frazier Elisa S. Shernoff Elise Cappella Tara G. Mehta Ané Maríñez-Lora Grace Cua Marc S. Atkins 《Behavior Therapy》2018,49(4):494-508
Schools remain among the most frequent providers of children’s mental health services, particularly in low-income urban settings. Several decades of research have focused on training teachers to implement evidence-based interventions for minimizing disruptive behavior. Studies consistently demonstrate robust improvements in student behavior and learning; however, the impact on teachers’ work-related stress or satisfaction is not well understood. Six urban, high-poverty elementary schools were randomly assigned to a school mental health services model (Links to Learning; L2L) for referred, disruptive students or to services and professional development as usual (SAU). Teachers (n = 71, K-4 general education teachers) in L2L schools participated in professional development and consultation in two universal and two targeted interventions to reduce disruptive behaviors and promote learning. Teachers (n = 65) in SAU schools participated in professional development as usual. Multiple regression models examined teacher reports of individual-level self-efficacy, classroom-level student functioning, and school-level organizational health as predictors of stress and satisfaction. Findings revealed no significant difference between conditions on teacher work-related stress or satisfaction. Organizational health was the strongest predictor of stress and satisfaction. Training on and implementation of evidence-based classroom interventions did not appear to significantly impact teachers’ work-related stress or satisfaction. Instead, findings point to organizational climate and teacher connectedness as potential levers for change, supporting prior work on teacher stress and satisfaction in schools. The significance of targeting organizational factors may be particularly significant in urban school districts. 相似文献
957.
958.
René Olate Christopher P. Salas-Wright Michael G. Vaughn Mansoo Yu 《Deviant behavior》2015,36(4):259-275
El Salvador, as a country of the Northern Triangle, exhibits significantly higher rates of crime and delinquency than the rest of the Latin American countries (World Bank 2011). Mass media portray transnational youth gangs in marginalized communities in Central American nations, such as El Salvador, as one of the main factors responsible for the high levels of violence. Few studies have empirically studied active youth gang members and high-risk youth in these contexts. Among the studies that have accessed active youth gang members, the focus has been on problem behaviors and risk factors analyses; little is known about what variables appear to serve as protective factors for these youth. Based on a cross-sectional sample of high-risk youth and youth gang members (n = 184) between the ages of 13 and 25 living in 10 urban communities in San Salvador, this study used linear regression modeling to analyze protective factors for three outcome variables: aggression, violence, and delinquency. Results reveal that self-control and school motivation act as important protective factors across the three domains, while school behavior is a protective factor of aggression and delinquency. Implications for community-based prevention and harm reduction policies are discussed. 相似文献
959.
PARENTS' PSYCHOLOGICAL WELL‐BEING AND PARENTAL SELF‐EFFICACY IN RELATION TO THE FAMILY'S TRIADIC INTERACTION 下载免费PDF全文
960.
Xuezhu Ren Karl Schweizer Tengfei Wang Fen Xu 《Advances in cognitive psychology / University of Finance and Management in Warsaw》2015,11(3):97-105
The present study provides a new account of how fluid intelligence influences
academic performance. In this account a complex learning component of fluid
intelligence tests is proposed to play a major role in predicting academic
performance. A sample of 2, 277 secondary school students completed two
reasoning tests that were assumed to represent fluid intelligence and
standardized math and verbal tests assessing academic performance. The fluid
intelligence data were decomposed into a learning component that was associated
with the position effect of intelligence items and a constant component that was
independent of the position effect. Results showed that the learning component
contributed significantly more to the prediction of math and verbal performance
than the constant component. The link from the learning component to math
performance was especially strong. These results indicated that fluid
intelligence, which has so far been considered as homogeneous, could be
decomposed in such a way that the resulting components showed different
properties and contributed differently to the prediction of academic
performance. Furthermore, the results were in line with the expectation that
learning was a predictor of performance in school. 相似文献