全文获取类型
收费全文 | 406篇 |
免费 | 9篇 |
出版年
2023年 | 4篇 |
2021年 | 3篇 |
2020年 | 15篇 |
2019年 | 9篇 |
2018年 | 14篇 |
2017年 | 15篇 |
2016年 | 13篇 |
2015年 | 10篇 |
2014年 | 9篇 |
2013年 | 45篇 |
2012年 | 22篇 |
2011年 | 29篇 |
2010年 | 6篇 |
2009年 | 9篇 |
2008年 | 21篇 |
2007年 | 18篇 |
2006年 | 21篇 |
2005年 | 15篇 |
2004年 | 12篇 |
2003年 | 11篇 |
2002年 | 8篇 |
2001年 | 2篇 |
2000年 | 4篇 |
1999年 | 3篇 |
1998年 | 8篇 |
1997年 | 6篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 7篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1990年 | 5篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1987年 | 4篇 |
1986年 | 4篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 3篇 |
1982年 | 6篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1974年 | 3篇 |
1973年 | 3篇 |
1972年 | 3篇 |
排序方式: 共有415条查询结果,搜索用时 15 毫秒
301.
Nick Midgley Sally O’Keeffe Lorna French Eilis Kennedy 《Journal of Child Psychotherapy》2017,43(3):307-329
While the evidence base for psychodynamic therapy with adults is now quite substantial, there is still a lack of research evaluating the effectiveness of psychodynamic therapies with children and young people. Those studies that have been carried out are also not widely known in the field. To help address the second point, in 2011, we carried out a review of the evidence base for psychodynamic psychotherapy for children and adolescents, which identified 35 studies which together provided some preliminary evidence for this treatment for a range of childhood disorders. The present study is an updated review, focusing on research published between March 2011 and November 2016. During this period, 23 additional studies were published, of which 5 were reports on randomised controlled trials, 3 were quasi-experimental controlled studies and 15 were observational studies. Although most studies covered children with mixed diagnoses, there were a number of studies examining specific diagnostic groups, including children with depression, anxiety and disruptive disorders. whilst the quality of studies was mixed, some were well-designed and reported, and overall indicated promising findings. Nevertheless, further high-quality research is needed in order to better understand the effectiveness of psychodynamic psychotherapy across a range of different disorders, and to ensure that services can provide a range of evidence-based treatments for children and young people. 相似文献
302.
Ferrer E McArdle JJ Shaywitz BA Holahan JM Marchione K Shaywitz SE 《Developmental psychology》2007,43(6):1460-1473
The authors applied linear dynamic models to longitudinal data to examine the dynamics of reading and cognition from 1st to 12th grade. They used longitudinal data (N=445) from the Connecticut Longitudinal Study (S. E. Shaywitz, B. A. Shaywitz, J. M. Fletcher, & M. D. Escobar, 1990) to map the dynamic interrelations of various scales of the Wechsler Intelligence Scales for Children--Revised (i.e., Full, Performance, and Verbal) and specific markers of the Woodcock-Johnson Psycho-Educational Battery--Revised reading cluster (i.e., Letter-Word ID, Decoding, and Comprehension). The results of these analyses indicate that (a) there is a positive dynamic relation between reading and cognition across the selected age range; (b) this dynamic relation is symbiotic, with positive influences in both directions; (c) the influence from cognition to reading is stronger when considering the Wechsler Intelligence Scales for Children Performance--Revised Performance scale and weaker with the Verbal scale; (d) when examining the different Reading subtests, the influences from cognition are more apparent for Letter-Word ID and Comprehension and are less perceptible for Decoding; and (e) the dynamics of reading and cognition appear to be of stronger magnitude during 1st to 3rd grade, less strong during 4th to 8th grade, and weaker from 9th to 12th grade. 相似文献
303.
Josephine E. Olson Irene H. Frieze Sally Wall Bozena Zdaniuk Anuška Ferligoj Tina Kogovšek Jasna Horvat Nataša Šarlija Eva Jarošová Daniela Pauknerová Lan Anh Nguyen Luu Mònika Kovacs Jolanta Miluska Aida Orgocka Ludmila Erokhina Olga V. Mitina Ludmila V. Popova Nijolė Petkevičiūtė Mirjana Pejic-Bach Slavka Kubušová Maja Rus Makovec 《Sex roles》2007,56(5-6):297-308
Do economic indicators predict the general level of support for gender equality? This question was investigated in a sample of countries in Central and Eastern Europe, a region that has been undergoing rapid economic changes since the early 1990s. In this overall sample of male and female college students from ten countries, including the United States as a comparison, the predicted association between stronger beliefs in gender role egalitarianism and positive economic factors was generally supported. Also, consistent with other research, women were more in support of gender equality than men were. There was no support for a predicted trend in less support for gender equality over the time period of the present study. 相似文献
304.
Madonna G. Constantine Sally M. Hage Mai M. Kindaichi Rhonda M. Bryant 《Journal of counseling and development : JCD》2007,85(1):24-29
The authors discuss the historical and contemporary connection to social justice issues in the fields of counseling and counseling psychology via the multicultural counseling movement. In addition, the authors present ways in which social justice issues can be addressed in counselors' and counseling psychologists' work with clients from diverse cultural backgrounds and in graduate training programs. 相似文献
305.
Jan Richards Mark Papworth Sally Corbett James Good 《Journal of community & applied social psychology》2007,17(5):347-362
Traditionally, adolescent motherhood has been associated with numerous negative social, psychological and societal outcomes. However, in recent years there has been a gradual acceptance that there are many positive features to adolescent motherhood, but methodological issues have been identified within the field. This study aimed to examine adolescent motherhood from the mothers' own perspectives, exploring their attitudes towards the issues that they described as being important in their lives, by using Q‐methodology in an attempt to counter some of these methodological limitations. The mothers within the study appeared to be coping positively in their role in that levels of symptomatology, as determined from questionnaire assessment, appeared to be relatively low and they indicated through Q‐sort analysis that motherhood had been beneficial to their lives. Three independent factors (clusters of attitudes) were identified within the sample (N = 23) which differed over the dimensions of: employment, social support, coping, partner co‐habitation, financial support, maternal role satisfaction, aspirations for the future, as well as the nature of the relationship with their child(ren)'s father and their satisfaction with the fathers' role. The significance of these findings with regard to educational and social services is discussed. Copyright © 2007 John Wiley & Sons, Ltd. 相似文献
306.
The aim of the research described in this article was to investigate how women experience the transition to programmes of professional higher education. The investigation took place in a school of a British university where the professional areas chosen were social work and health care education. Most of the participants were new to the higher education system and were entering as mature students, but a few were making educational transitions and had previous involvement in higher education. As the central focus was an investigation of subjective accounts, a phenomenological perspective was adopted and the methods used were mainly qualitative. A multiple methods approach to data collection was taken. The investigation took place over two phases, covering the period of transition to programmes over two consecutive years. Anxieties were commonly experienced by participants in the transition to their programme. Breakwell's (1986) theory of threatened identities seems useful in understanding the emerging issues. Anxieties could be explained in terms of threats to identity ‘principles’; however, these arose from the social context and coping with them is not always psychologically based. Issues which appear to assist the transition are highlighted. Copyright © 1999 John Wiley & Sons, Ltd. 相似文献
307.
Christa L. Taylor Arash E. Zaghi James C. Kaufman Sally M. Reis Joseph S. Renzulli 《创造性行为杂志》2020,54(2):350-362
Although the relationship between creativity and ADHD is uncertain, recent studies examining how dimensionally assessed characteristics of ADHD relate to creativity and divergent thinking in adults suggest an occasional positive, linear relationship between the constructs. However, the executive functions proposed to underlie characteristics of ADHD have not been examined in relation to creativity. This study was conducted to determine how different characteristics of ADHD related to executive functioning (as assessed by the Brown ADD Scales) predict different components of figural divergent thinking, intellectual risk-taking, and creative self-efficacy. Undergraduate engineering students (N = 60) completed the Brown ADD Scales, a figural divergent thinking task, and self-report measures of intellectual risk-taking and creative self-efficacy. A series of multivariate regression models demonstrated that several components of divergent thinking (i.e., fluency, originality, and resistance to closure) were predicted by different characteristics of ADHD. Although fluency was predicted by affect only and originality was predicted by activation only, resistance to closure was predicted by activation, effort, and attention. Additionally, intellectual risk-taking was predicted by memory, effort, and activation, whereas creative self-efficacy was predicted by effort. The implications of these results relating to the relationship between ADHD and creativity, as well as for engineering undergraduate education are discussed. 相似文献
308.
Mulvey Kelly Lynn Miedema Sally Taunton Stribing Alexandra Gilbert Emily Brian Ali 《Sex roles》2020,82(9-10):550-557
Sex Roles - Young children typically report primarily same-gender friendships across childhood. However, there is growing awareness of the benefits of gender-integrated friendships and gender... 相似文献
309.
Sally Ledesma Hiram E. Fitzgerald Cathleen Erin McGreal 《Infant mental health journal》1980,1(1):42-55
Parents of infants who had been enrolled in a day-care center were asked to evaluate their day-care experience as well as their children's current development status. In general, parent evaluations provided strong support for day care as an effective means of supplementary infant care. When dissatisfaction with day care was expressed, it focused on matters pertaining to infant health, physical resources of the center, parent involvement in center activities, and caregiver-infant ratios. Parents perceived their children to be advanced in competence skills relative to their peers. With few exceptions, parents viewed group day care as the most desirable type of supplementary infant care, but only if high-quality staff and programs could be assured. 相似文献
310.