全文获取类型
收费全文 | 667篇 |
免费 | 26篇 |
出版年
2024年 | 4篇 |
2023年 | 4篇 |
2022年 | 5篇 |
2021年 | 5篇 |
2020年 | 12篇 |
2019年 | 18篇 |
2018年 | 25篇 |
2017年 | 22篇 |
2016年 | 31篇 |
2015年 | 11篇 |
2014年 | 17篇 |
2013年 | 73篇 |
2012年 | 37篇 |
2011年 | 33篇 |
2010年 | 18篇 |
2009年 | 22篇 |
2008年 | 21篇 |
2007年 | 19篇 |
2006年 | 22篇 |
2005年 | 24篇 |
2004年 | 27篇 |
2003年 | 31篇 |
2002年 | 21篇 |
2001年 | 11篇 |
2000年 | 18篇 |
1999年 | 10篇 |
1998年 | 10篇 |
1997年 | 6篇 |
1995年 | 12篇 |
1994年 | 5篇 |
1993年 | 6篇 |
1992年 | 8篇 |
1991年 | 10篇 |
1990年 | 6篇 |
1989年 | 4篇 |
1988年 | 6篇 |
1987年 | 10篇 |
1986年 | 4篇 |
1985年 | 4篇 |
1984年 | 4篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 6篇 |
1977年 | 3篇 |
1975年 | 3篇 |
1974年 | 3篇 |
1971年 | 5篇 |
1968年 | 3篇 |
1967年 | 3篇 |
1965年 | 3篇 |
排序方式: 共有693条查询结果,搜索用时 15 毫秒
581.
Andrea V. McPherson Kristen M. Lewis Amy E. Lynn Mary E. Haskett Tara S. Behrend 《Journal of child and family studies》2009,18(1):61-69
We examined a model of parenting stress for abusive mothers (n = 80) and nonabusive mothers (n = 86) using linear regression analyses. Predictors in the model included (a) the degree to which mothers were bothered by
child misbehavior, (b) mothers’ general psychological functioning, and (c) observed child behavior during parent–child interactions.
Whether abuse status moderated the relations between each predictor and parenting stress was also explored. Results indicated
that mothers’ psychological functioning significantly predicted parenting stress; however, neither mothers’ intolerance for
their children’s misbehavior nor observed child behavior were significant predictors of parenting stress in the regression
model. A test of moderation revealed a significant interaction between parental intolerance and abuse status such that intolerance
predicted parenting stress level only for abusive mothers. A comparison of correlations indicated that abusive mothers’ level
of parenting stress was more closely related to their intolerance for child conduct problems than to the child’s behavior
during play with their mothers. Findings are discussed in terms of implications for interventions to reduce parenting stress
experienced by nonabusive and abusive mothers. 相似文献
582.
Tara Fenwick 《Studies in Philosophy and Education》2009,28(2):101-118
While complexity science is gaining interest among educational theorists, its constructs do not speak to educational responsibility
or related core issues in education of power and ethics. Yet certain themes of complexity, as taken up in educational theory,
can help unsettle the more controlling and problematic discourses of educational responsibility such as the potential to limit
learning and subjectivity or to prescribe social justice. The purpose of this article is to critically examine complexity
science against notions of responsibility in terms of implications for education. First, themes of complexity science prominent
in contemporary educational writing are explained. Then dilemmas of responsibility in complexity are explored, such as what
forms and meanings responsibility can have in a ‘complexified’ perspective of education, how care for others is mobilised,
and how desire can be understood. Analyses of ethical action grounded in complexity science are then examined, as well as
theories of the ethical subject and participatory responsibility that are congruent with certain tenets of a complexity ontology.
Finally, the possibility of an educational vision of responsibility animated by complexity theories is considered, drawing
from related writings of Bai, Biesta, Derrida, Levinas and Varela. 相似文献
583.
Steven M. Smith David H. Gleaves Benton H. Pierce Tara L. Williams Todd R. Gilliland David R. Gerkens 《Applied cognitive psychology》2003,17(3):251-279
We describe an experimental paradigm designed to elicit both recovered and false memories in the laboratory. All participants saw, on a video screen, three critical categorized lists of words mixed in randomly with eighteen filler categorized lists. Those in the blocking condition then had several paper‐and‐pencil tasks that involved only the 18 non‐critical filler lists. An uncued recall test was then given, asking participants to recall all the lists they originally saw on the video screen. Finally, there was a cued recall test that provided category cues for the three critical lists. Substantial memory blocking of critical lists on the uncued test and recovery on the cued recall test was observed in all three experiments. In Experiments 2 and 3, many false and recovered memories were elicited on the cued recall test by including cues for the three critical (forgotten) lists, plus cues for three lists that had never been presented. False memories were distinguishable from truly recovered memories in cued recall by ‘know’ versus ‘remember’ judgements, and by confidence ratings; accurately recovered memories were associated with higher confidence. False and recovered memories could not be discriminated based on recall latency. The results repeatedly show powerful effects of memory blocking and recovery. We also show that recovered and false memories can be elicited within a single experimental procedure, and there may be unique characteristics of each. Although we urge caution in generalizing to false and recovered memories of trauma, we suggest that variations of our comparative memory paradigm may be useful for learning about such phenomena. Copyright © 2003 John Wiley & Sons, Ltd. 相似文献
584.
585.
This research investigated youth leadership experiences of adolescent girls who participated in a comprehensive feminist-based leadership program. This qualitative study utilized a grounded theory approach to understand changes that occurred in 10 female adolescent participants. The words of the participants revealed that initially they viewed leadership in traditional terms and were hesitant to identify themselves as leaders or to see themselves included within their concepts of leadership. Following the program their view of leadership expanded and diversified in a manner that allowed for inclusion of themselves within it. They spoke with greater strength and confidence and felt better positioned and inspired to act as leaders. Participants identified having examples of women leaders, adopting multiple concepts of leadership, and participating in an environment of mutual respect and trust as factors that contributed to their expanded conceptualization. 相似文献
586.
587.
Using a prospective design, we assessed whether ambivalence toward sexual activity is associated with decreased condom use. Undergraduates predicted whether they would have intercourse and use condoms in the next week. A week later, they reported their sexual and contraceptive behavior. Among 65 individuals who had intercourse and planned to use condoms, ambivalence toward sexual activity was negatively associated with condom use. Moreover, whether intercourse was planned mediated the relationship between ambivalence and condom use, such that ambivalence was negatively associated with accuracy in planning sex, and unplanned sex was less likely to be protected. Individuals who are ambivalent about sex may intend to use condoms, but fail to do so because they cannot predict when they will have intercourse. 相似文献
588.
Valerie M. Wood Tara K. MacDonald Danielle Charbonneau Samantha Urban 《Personal Relationships》2019,26(4):602-627
We explored adult attachment and spousal perceptions of intrapersonal and relationship functioning during military deployments. In Study 1, spouses of military members experiencing a separation were assessed, and in Study Two, spouses of military members experiencing a reunion were assessed. Study 3 entailed a large‐scale survey of relationship perceptions of spouses of military members. In Studies One and Two, attachment dimensions were related to perceptions of intrapersonal and relationship functioning during the separation and reunion, with associations moderated by days separated/reunited. In Study 3, attachment dimensions were related to relationship perceptions, with associations moderated by deployment stages. This research not only contributes to the knowledge of attachment processes in military contexts but also has the potential to inform policies and services supporting military families. 相似文献
589.
Just as in the field of general education, scholars within the field of teaching English to speakers of other languages (TESOL) have also struggled to come to a consensus as to how reflective practice should be operationalized with many different approaches suggesting a retrospective approach to questioning about practice. As a result, many of these approaches have led to a type of routinization of reflection. Worried about such routinization of reflection, Farrell developed a more holistic approach to reflective practice that recognizes the spiritual, moral, and emotional aspects of reflection, as well as the usual retrospective questions about practice. This paper outlines a case study of the reflections of one experienced TESOL teacher teaching in South Korea using Farrell’s framework for reflecting on practice that included reflections on his philosophy, principles, theory, practice, and beyond practice. The results revealed three common themes of approachability, art-oriented conceptions, and curiosity that emerged in all aspects of his reflection as uniquely influential parts of a larger whole. Thus, Farrell’s holistic framework for teacher reflection employed in this study provided multiple filters through which these various parts could be viewed. 相似文献
590.
Research in life span development suggests that middle adulthood is a time of stability, discovery, and psychosocial growth. This review applies the life span developmental perspective to advance counselors’ understanding of psychosocial development during middle adulthood, specifically, midlife adults’ sense of self, perceptions of aging, developmental tasks, and contexts. 相似文献