全文获取类型
收费全文 | 9159篇 |
免费 | 392篇 |
国内免费 | 2篇 |
出版年
2020年 | 125篇 |
2019年 | 153篇 |
2018年 | 196篇 |
2017年 | 207篇 |
2016年 | 217篇 |
2015年 | 177篇 |
2014年 | 218篇 |
2013年 | 930篇 |
2012年 | 362篇 |
2011年 | 387篇 |
2010年 | 215篇 |
2009年 | 228篇 |
2008年 | 286篇 |
2007年 | 308篇 |
2006年 | 295篇 |
2005年 | 213篇 |
2004年 | 214篇 |
2003年 | 192篇 |
2002年 | 232篇 |
2001年 | 258篇 |
2000年 | 244篇 |
1999年 | 192篇 |
1998年 | 92篇 |
1997年 | 93篇 |
1996年 | 77篇 |
1993年 | 81篇 |
1992年 | 150篇 |
1991年 | 132篇 |
1990年 | 140篇 |
1989年 | 119篇 |
1988年 | 107篇 |
1987年 | 114篇 |
1986年 | 122篇 |
1985年 | 129篇 |
1984年 | 105篇 |
1983年 | 91篇 |
1981年 | 73篇 |
1980年 | 72篇 |
1979年 | 120篇 |
1978年 | 71篇 |
1976年 | 77篇 |
1975年 | 96篇 |
1974年 | 117篇 |
1973年 | 113篇 |
1972年 | 82篇 |
1971年 | 92篇 |
1970年 | 85篇 |
1969年 | 89篇 |
1968年 | 89篇 |
1967年 | 98篇 |
排序方式: 共有9553条查询结果,搜索用时 31 毫秒
991.
992.
993.
994.
995.
996.
997.
998.
999.
STEPHEN C. PROVOST GREG HANNAN FRANCES H. MARTIN GERRY FARRELL OTTMAR V. LIPP DEBORAH J. TERRY DENISE CHALMERS DEBRA BATH PETER H. WILSON 《Australian psychologist》2010,45(4):243-248
The scientist—practitioner model of training in psychology has been widely influential in the development of undergraduate curricula in Australia. The model had its origins in post‐war America and has formed the basis for accreditation of psychology courses in Australia since the late 1970s. Recently a reconsideration of the model in Australian undergraduate psychology was argued for, suggesting that the absence of significant practical skills development in most curricula is detrimental to the discipline's graduates and their employers. The authors agree that the need for some practical skills development in undergraduate curricula is becoming increasingly important for psychology. Many of the exemplars of curriculum revision provided, however, are impractical and are unlikely to make significant contributions to Australian programs. There is an urgent need to consider the graduate attributes desired for 3‐year and 4‐year trained psychology graduates who will go on to employment without completing postgraduate study. Curriculum innovation to enhance graduates' employability will flow from this development, and will be likely to incorporate information technology solutions, rather than placement experience. This process is entirely compatible with the scientist—practitioner model of training and education in psychology. 相似文献
1000.
María José Sánchez‐Ruiz Juan Carlos Pérez‐González Dr K. V. Petrides 《Australian journal of psychology》2010,62(1):51-57
This study investigated the trait emotional intelligence (trait EI or trait emotional self‐efficacy) profiles of 512 students from five university faculties: technical studies, natural sciences, social sciences, arts, and humanities. Using the Trait Emotional Intelligence Questionnaire, it was hypothesised that (a) social sciences would score higher than technical studies in Emotionality, (b) arts would score higher than technical studies in Emotionality, (c) arts would score lower than technical studies in Self‐control, and (d) there would be an interaction between gender and faculty, whereby female students would score higher than male students within the social sciences only. Several other exploratory comparisons were also performed. Results supported hypotheses (a), (b), and (d), but not hypothesis (c), although the differences were in the predicted direction. 相似文献