全文获取类型
收费全文 | 99篇 |
免费 | 14篇 |
专业分类
113篇 |
出版年
2022年 | 4篇 |
2021年 | 2篇 |
2020年 | 3篇 |
2019年 | 2篇 |
2018年 | 4篇 |
2017年 | 9篇 |
2016年 | 2篇 |
2015年 | 1篇 |
2014年 | 3篇 |
2013年 | 11篇 |
2012年 | 6篇 |
2011年 | 4篇 |
2010年 | 6篇 |
2009年 | 2篇 |
2008年 | 6篇 |
2007年 | 4篇 |
2005年 | 1篇 |
2004年 | 2篇 |
2003年 | 2篇 |
2002年 | 2篇 |
2000年 | 3篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 3篇 |
1983年 | 4篇 |
1982年 | 2篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1969年 | 2篇 |
排序方式: 共有113条查询结果,搜索用时 15 毫秒
101.
Kim‐Pong Tam S. Tess Pak C. Harry Hui Siu‐On Kwan Mario Kheng Hsiang Goh 《Journal of applied social psychology》2010,40(2):273-286
Adopting a longitudinal field study, this paper investigates whether entity theorists (students who believe human attributes are fixed) are less likely than incremental theorists (students who believe human attributes are malleable) to change their evaluations of a teacher in accordance with his behavioral changes. An instructor exhibited some forgetful behaviors in the first half of a course, and ceased doing so in the second half. Consistent with our hypothesis, incremental theorists adjusted their perceptions of the instructor. They rated him as less forgetful accordingly at the end of the course than at the middle. Entity theorists, however, did not show this change. With improved ecological validity, this study extends previous laboratory studies to teacher evaluation. 相似文献
102.
This study examined the relationship between university students' perceptions of their familial attachment and the manner in which their families cope with life's difficulties. It was hypothesized that individuals with high levels of secure attachment would perceive their families as using more active coping strategies (e.g., mobilizing the family to deal with a problem and making efforts to acquire social support). The results supported this hypothesis. Further, individuals with high levels of anxious/ambivalent attachment perceived their families as using a passive appraisal coping strategy, possibly because of a desire to avoid confrontation for fear of disturbing family accord. The findings are discussed in terms of individuals' dispositional coping styles formed as a function of type of familial attachment, as well as situational factors that might serve to mitigate the use of their basic coping strategies. 相似文献
103.
104.
Andrew D. Case Ronald Byrd Eddrena Claggett Sandra DeVeaux Reno Perkins Cindy Huang Michael J. Sernyak Jeanne L. Steiner Robert Cole Donna M. LaPaglia Margaret Bailey Candace Buchanan Avon Johnson Joy S. Kaufman 《American journal of community psychology》2014,54(3-4):397-408
Historically, consumers of mental health services have not been given meaningful roles in research and change efforts related to the services they use. This is quickly changing as scholars and a growing number of funding bodies now call for greater consumer involvement in mental health services research and improvement. Amidst these calls, community‐based participatory research (CBPR) has emerged as an approach which holds unique promise for capitalizing on consumer involvement in mental health services research and change. Yet, there have been few discussions of the value added by this approach above and beyond that of traditional means of inquiry and enhancement in adult mental health services. The purpose of this paper is to add to this discussion an understanding of potential multilevel and multifaceted benefits associated with consumer‐involved CBPR. This is accomplished through presenting the first‐person accounts of four stakeholder groups who were part of a consumer‐involved CBPR project purposed to improve the services of a local community mental health center. We present these accounts with the hope that by illustrating the unique outcomes associated with CBPR, there will be invigorated interest in CBPR as a vehicle for consumer involvement in adult mental health services research and enhancement. 相似文献
105.
Byrd A. L. Vine V. Frigoletto O. A. Vanwoerden S. Stepp S. D. 《Journal of abnormal child psychology》2022,50(2):117-131
Research on Child and Adolescent Psychopathology - Parental responses to negative emotion, one key component of emotion socialization, may function to increase (or decrease) reactive aggression... 相似文献
106.
Michael Byrd 《Philosophical Studies》1974,26(5-6):401-409
107.
108.
109.
DeAnnah R. Byrd Ernest Gonzales Danielle L. Beatty Moody Gillian L. Marshall Laura B. Zahodne Roland J. Thorpe Jr. 《Research in human development》2020,17(1):41-56
Previous research links chronic health conditions and financial hardship to cognitive outcomes among older Blacks. However, few studies have explored the moderating effect of financial hardship on chronic disease burden and specific cognitive domains. This study examined whether financial hardship (as measured by difficulty paying monthly bills) modifies the impact of self-reported chronic health conditions (e.g., diabetes, stroke) on episodic memory among 871 older Blacks (50+ years) in the 2006 Health and Retirement Study . Financial hardship modified the association between chronic disease burden and episodic memory performance such that individuals who reported very little difficulty paying their monthly bills had significantly lower memory scores at high levels of disease burden compared to those reporting high financial difficulty after controlling for age, gender and education (F 2, 49 = 5.03, p = .010). This cross-sectional study suggests that both financial and physical wellbeing may have joint effects on cognitive health in older Blacks. 相似文献
110.
Tess M. Dussling 《Reading Psychology》2020,41(4):241-263
AbstractThis study investigated the effectiveness of a supplemental reading program that emphasizes phoneme awareness and phonics with small groups composed of both at-risk native English-speakers and at-risk English language learners (ELLs) whose first language is not Spanish. A multiple-baseline-across-participants design was utilized to investigate the effects of the intervention. Findings indicate that individual students placed in small reading groups comprised of ELLs and native English-speakers benefited from the code-oriented intervention, reinforcing the use of evidence-based instruction and more inclusive grouping practices for instruction. When disaggregated by language status, both ELLs and native English-speakers benefited from the supplemental reading instruction. Educational implications and areas for future research are discussed. 相似文献