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631.
Combat Exposure and Risk for Suicidal Thoughts and Behaviors Among Military Personnel and Veterans: A Systematic Review and Meta‐Analysis 下载免费PDF全文
Craig J. Bryan PsyD ABPP James E. Griffith PhD Brian T. Pace BS Kent Hinkson AnnaBelle O. Bryan BSPH Tracy A. Clemans PsyD Zac E. Imel PhD 《Suicide & life-threatening behavior》2015,45(5):633-649
Due to seemingly mixed empirical results, questions persist about the possible role of deployments and combat exposure. We conducted a narrative review and meta‐analysis of 22 published studies to integrate findings regarding the relationship of deployment‐related predictors (i.e., deployment, deployment to a combat zone, combat experience, and exposure to specific combat events) with suicide‐related outcomes (i.e., suicide ideation, attempt, and death). Across all predictors and outcomes, the combined effect was small and positive, r = .08 [0.04, 0.13], and marked by significant heterogeneity, I2 = 99.9%, Q(21)=4880.16, p < .0001, corresponding to a 25% increased risk for suicide‐related outcomes among those who have deployed. Studies examining the relationship between exposure to killing and atrocities (k = 5) showed the largest combined effect, r = .12 [0.08, 0.17], and less heterogeneity, I2 = 84.4%, Q(4)=34.96, p < .0001, corresponding to a 43% increased risk for suicide‐related outcomes among those exposed to killing or atrocity. Implications for theory, research, and clinical practice are discussed. 相似文献
632.
Rachel M. Calogero Tracy L. Tylka Janell L. Mensinger Angela Meadows Sigrun Daníelsdóttir 《Women & Therapy》2019,42(1-2):22-44
AbstractSizeism permeates and shapes how scientific and professional communities—including therapists—perceive, understand, and behave toward anyone considered fat. In this article, we use scientific evidence to argue for the recognition and establishment of fat acceptance to subvert sizeism. We first critically review the Weight Normative Approach, which dominates scientific discourse on weight, despite being based on sizeist assumptions that are discredited by data. We then articulate the tenets of the Weight Inclusive Approach, which honors size diversity and the promotion of wellness within a social justice framework. We end with strategies for therapists to align their practice with the Weight Inclusive Approach. 相似文献
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The goal of this investigation was to determine which reading instruction improves multiple science text comprehension for college student readers. The authors first identified the cognitive processing strategies that are predictive of multiple science text comprehension (Study 1) and then used what they learned to experimentally test the effectiveness of explicit pre-reading instructions (Study 2). Study 1 showed that self-explaining was positively related to comprehension tasks. Study 2 showed that explicitly instructing participants to self-explain while reading multiple science texts enhanced comprehension test performance. These results showed that self-explanation during reading is a successful strategy for enhancing multiple science text comprehension. 相似文献
635.
Leff SS Waasdorp TE Paskewich B Gullan RL Jawad AF Macevoy JP Feinberg BE Power TJ 《School psychology review》2010,39(4):569-587
Despite recent research suggesting that relationally aggressive behaviors occur frequently and may lead to physically aggressive actions within urban school settings, there has been little prior research to develop and evaluate relational aggression prevention efforts within the urban schools. The current article describes the development and preliminary evaluation of the Preventing Relational Aggression in Schools Everyday (PRAISE) Program. PRAISE is a 20-session classroom-based universal prevention program, designed to be appropriate and responsive to the needs of youth within the urban school context. Results suggest strong acceptability for the program and feasibility of implementation. Further, the program was especially beneficial for girls. For instance, girls in classrooms randomly assigned to the PRAISE Program demonstrated higher levels of knowledge for social information processing and anger management techniques and lower levels of relational aggression following treatment as compared to similar girls randomly assigned to a no-treatment control condition. Further, relationally aggressive girls exhibited similar benefits from the program (greater knowledge and lower levels of relational aggression) plus lower levels of overt aggression following treatment as compared to relationally aggressive girls within the control classrooms. In contrast, the program was not associated with improvements for boys across most measures. The significance and implications of the findings for research and practice are discussed. 相似文献