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This study investigated the contribution of indices of experiential avoidance to prediction of frequency and lethality of self-injurious behaviour (SIB) in a female BPD sample (N = 71) with high levels of SIB and histories of poor treatment outcomes. The experiential avoidance model (EAM) tested included motivations for SIB, coping style and DSM-IV Avoidant PD criteria. Distinct findings for suicidal and non-suicidal SIB were noted. In partial support of the model, motivations related to relief from negative emotions positively predicted frequency of non-suicidal, but not suicidal, SIB. Avoidant PD traits predicted a pattern of more frequent, less risky non-suicidal SIB. However, reliance on avoidant coping strategies predicted lethality but not frequency of SIB, while self-blaming coping and SIB motivations related to a desire to influence others predicted frequency of non-suicidal SIB. Results suggest the need for investigation of a more complex model of the antecedents and functions of SIB that includes the contribution of Avoidant PD traits. 相似文献
174.
The quest to understand what it means to ‘become’ a teacher and the conditions in which such aspirations can be translated
into lived experience, continues to exercise teacher educators and researchers alike. Whilst the literature points towards
the importance of developing teacher identity, little attention has been given to understanding the transitional processes
of individuals coming into teaching at a later point in their working lives. The research reported here was part of a wider
project investigating the experiences of early career science teachers. In this study we follow one mature, highly qualified
science graduate as she moved through initial teacher education and beyond into her first teaching post. Drawing on theories
of identity and self-verification, the analysis reveals how disparity between strongly-held archetypal teacher images and
socially constructed teacher identity played out and led this teacher to step away from her new career. Fostering a strong
sense of self-efficacy is suggested as critical in supporting mid-career changers in making durable adjustments to new working
roles and contexts of teaching. 相似文献
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177.
Two studies investigated the impact of affective and cognitive messages compared to a no-message control on self-reported exercise. Students (Study 1, N = 383 and Study 2, N = 197) were randomly allocated to one of the three conditions (control - no message, affective message or cognitive message). Participants completed questionnaire measures tapping components of the theory of planned behaviour in relation to exercise and reported their level of exercise (3 weeks later). In Study 2, measures of need for affect (NFA) and need for cognition (NFC) were also completed. Results showed that affective messages consistently produced greater increases in self-reported level of exercise than the other conditions. In both studies, this effect was partly mediated by affective attitude change. Study 2 indicated these effects to be significantly stronger among those high in NFA or low in NFC. These findings indicate the value of affective messages that target affective attitudes in changing exercise behaviour. 相似文献
178.
Recent factor analytic studies in Attention-Deficit/Hyperactivity Disorder (ADHD) have shown that hierarchical models provide
a better fit of ADHD symptoms than correlated models. A hierarchical model includes a general ADHD factor and specific factors
for inattention, and hyperactivity/impulsivity. The aim of this 12-month longitudinal study was to test the generalizability
of the hierarchical models of ADHD within an elementary school population of 6–9 year old children (250 boys, 260 girls).
Examination of differences as a function of informant (parent vs. teacher ratings), sex, and time was conducted. Six potential
factor structures for the 18 items of the SWAN (Strengths and Weaknesses of ADHD-symptoms and Normal-behavior) scale were tested using confirmatory and exploratory factor analyses. Hierarchical models with a general ADHD
factor and two or three specific factors best accounted for parent and teacher reports of symptoms for both boys and girls
and at two time points separated by a 12-month interval. Findings indicate that the 18 SWAN items measure a common latent
trait as well as orthogonal factors or dimensions of inattention and hyperactivity/impulsivity. 相似文献
179.
Objective: To examine factor structures of Diagnostic and Statistical Manual of Mental Disorders (4th ed.) symptoms of ADHD in adults. Method: Two sets of models were tested: (a) models with inattention and hyperactivity/impulsivity as separate but correlated latent constructs and (b) hierarchical general factor models with a general factor for all symptoms and separate specific factors for inattention and hyperactivity/impulsivity. Participants were 751 adults with ADHD. Two models with correlated factors and two general factor models of ADHD symptoms were tested. Results: The general factor model provided a better fit of the data than the correlated models. The general factor model with one general and three (inattention, motoric, and verbal hyperactivity/impulsivity) specific factors best accounted for the adults' symptoms. Conclusion: These results suggest a unitary component to ADHD symptoms as well as dimensional specific factors. The replication of a general factor in adults suggests continuity of symptom presentation from childhood into adulthood. Clinical implications are discussed. 相似文献
180.
Rosemary Davies 《The International journal of psycho-analysis》2012,93(5):1101-1114
In this article I consider the implications of our differing psychoanalytic theories of anxiety on clinical technique. Drawing on differentiations between the focus on separation or castration anxiety and the relative neglect of the latter in contemporary writing, I look in detail at two clinical examples of psychoanalysis in borderline young adults to exemplify the issue. 1 相似文献