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221.
“But I Like My Body”: Positive body image characteristics and a holistic model for young-adult women
Extant body image research has provided a rich understanding of negative body image but a rather underdeveloped depiction of positive body image. Thus, this study used Grounded Theory to analyze interviews from 15 college women classified as having positive body image and five body image experts. Many characteristics of positive body image emerged, including appreciating the unique beauty and functionality of their body, filtering information (e.g., appearance commentary, media ideals) in a body-protective manner, defining beauty broadly, and highlighting their body's assets while minimizing perceived imperfections. A holistic model emerged: when women processed mostly positive and rejected negative source information, their body investment decreased and body evaluation became more positive, illustrating the fluidity of body image. Women reciprocally influenced these sources (e.g., mentoring others to love their bodies, surrounding themselves with others who promote body acceptance, taking care of their health), which, in turn, promoted increased positive source information. 相似文献
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223.
Nicole R. Hill Tracy Leinbaugh Carla Bradley Richard Hazler 《Journal of counseling and development : JCD》2005,83(3):374-380
Women in higher education encounter unique challenges that influence their occupational satisfaction and quality of life (J. Mirsa, I. Kennelly, & M. Karides, 1999; J. Oleck & R. McNatt, 1999; S. M. Park, 1996; M. D. Sorcinelli, 1994; J. A. Winkler, 2000). This article reports data from a national survey of female counselor educators. The data illustrate factors that may encourage or discourage female counselor educators from remaining in professorial roles. Implications for the counseling profession are also presented. 相似文献
224.
Kimberly J. Nylen Tracy E. Moran Christina L. Franklin Michael W. O'hara 《Infant mental health journal》2006,27(4):327-343
The negative impact of postpartum depression on the mother‐infant relationship and infant development more generally has been well documented. Compared to infants of nondepressed mothers, infants of depressed mothers have been shown to be less securely attached to their caregivers and often have cognitive, emotional, and behavioral deficits that persist well into childhood. Recent evidence has suggested that reduction of maternal depressive symptoms may itself not be sufficient to prevent negative effects on children. Rather, treatments that target the mother‐infant relationship may have great potential in providing a buffer against the potentially damaging effects of postpartum depression. Based on our review of several treatment‐outcome studies, we conclude that mother‐infant psychotherapies and home‐based interventions are generally efficacious in their goal of ameliorating detrimental consequences for children of depressed mothers. Nonetheless, the field must continue to investigate the extent to which treatment gains are maintained over time and the mechanisms by which protective effects occur. It is likely that the most efficacious treatment approaches will be those that address the needs of the mother, the infant, and their relationship. 相似文献
225.
A TEST OF OBJECTIFICATION THEORY WITH LESBIAN WOMEN 总被引:2,自引:1,他引:1
This study extends research on objectification theory as it applies to eating disorder symptomatology by examining whether its tenets generalize to women identifying as lesbian. Lesbian women ( N = 181) and a comparison sample of heterosexual women ( N = 196) completed measures of objectification theory constructs (interpersonal sexual objectification, body surveillance, body shame, interoceptive awareness, disordered eating). The model of objectification theory was tested separately for lesbian and heterosexual participants. Path analyses revealed that this model provided a poor fit to the data for the lesbian sample, whereas it provided an excellent fit to the data for the heterosexual sample. Based on the data from the lesbian participants, an exploratory model was evaluated. Overall, findings suggested that the interrelationships among the objectification theory constructs were different and more complex for the lesbian participants than for the heterosexual participants. 相似文献
226.
Numerous studies have reported that children and adolescents who are overweight are more likely to get bullied, yet the literature is replete with methodological limitations. We examined the transactional associations between peer victimization and body mass index (BMI), considering potential mediating (body dissatisfaction) and moderating (biological sex) factors. Participants (n = 631) came from the McMaster Teen Study, where students were assessed annually between Grades 5–11, approximately half were girls (53.9%), and the majority were white (76.4%). Peer victimization (from Grade 5) and body dissatisfaction (from Grade 6) were self‐reported by students, while parents reported their child's height and weight (from Grade 5). Cascade models were built up sequentially using path analysis across 2‐year increments (Grades 5, 7, 9, and 11). The final model had excellent fit to the data (χ2 = 73.961, df = 66, p = 0.234). Grade 5 peer victimization had a direct effect on BMI across a 2‐year period in girls (b = 0.59, SE = 0.21, p = 0.005) and boys (b = 0.82, SE = 0.30, p = 0.006), and an indirect effect on BMI via body dissatisfaction across a 4‐year period (b = 0.074, 95% CI = 0.012–0.152, p = 0.036). At no point did BMI directly increase risk for peer victimization, yet there were indirect effects via body dissatisfaction among girls but not boys. Peer victimization and body dissatisfaction were proximally and longitudinally related at every time point and there was a transactional association in late‐adolescence among girls but not boys. Targeting modifiable factors in the social (peer victimization) and psychological (body dissatisfaction) domains may limit accelerated weight gain and the health risks associated with excess adiposity. 相似文献
227.
Evolutionary accounts of emotion typically assume that humans evolved to quickly and efficiently recognize emotion expressions because these expressions convey fitness-enhancing messages. The present research tested this assumption in 2 studies. Specifically, the authors examined (a) how quickly perceivers could recognize expressions of anger, contempt, disgust, embarrassment, fear, happiness, pride, sadness, shame, and surprise; (b) whether accuracy is improved when perceivers deliberate about each expression's meaning (vs. respond as quickly as possible); and (c) whether accurate recognition can occur under cognitive load. Across both studies, perceivers quickly and efficiently (i.e., under cognitive load) recognized most emotion expressions, including the self-conscious emotions of pride, embarrassment, and shame. Deliberation improved accuracy in some cases, but these improvements were relatively small. Discussion focuses on the implications of these findings for the cognitive processes underlying emotion recognition. 相似文献
228.
Laura L. Brock Tracy K. Nishida Cynthia Chiong Kevin J. Grimm Sara E. Rimm-Kaufman 《Journal of School Psychology》2008,46(2):129-149
This study examines the contribution of the Responsive Classroom (RC) Approach, a set of teaching practices that integrate social and academic learning, to children's perceptions of their classroom, and children's academic and social performance over time. Three questions emerge: (a) What is the concurrent and cumulative relation between children's perceptions of the classroom and social and academic outcomes over time? (b) What is the contribution of teacher's use of RC practices to children's perceptions and social and academic outcomes? (c) Do children's perceptions of the classroom mediate the relation between RC teacher practices and child outcomes? Cross-lagged autoregressive structural equation models were used to analyze teacher and child-report questionnaire data, along with standardized test scores collected over 3 years from a sample of 520 children in grades 3-5. Results indicate a significant positive relation between RC teacher practices and child perceptions and outcomes over time. Further, children's perceptions partially mediated the relation between RC teacher practices and social competence. However, the models did not demonstrate that child perceptions mediated the relation between RC practices and achievement outcomes. Results are explained in terms of the contribution of teacher practices to children's perceptions and student performance. 相似文献
229.
A simple object-drawing task confirms a three-way association between object categorisation, viewpoint independence, and longer-term visual remembering. Young children (5- to 7-year-olds) drew a familiar object or a novel object, immediately after it had been hidden from view or on the following day. Both objects were shown from a full range of viewpoints or from just two viewpoints, from neither of which would either object normally be drawn after unrestricted viewing. When drawing from short-term memory after restricted viewing, both objects were most likely to be depicted from a seen viewpoint. When drawing from longer-term memory after restricted viewing, the novel object continued to be drawn from a seen viewpoint, but the mug was now most likely to be drawn from a preferred viewpoint from which it had not been seen. Naming the novel object with a novel count noun ("Look at this. This is a dax"), to signal that it belonged to an object category, resulted in it being drawn in the same way as the familiar object. The results concur with other evidence indicating that short-term and longer-term visual remembering are differentially associated with viewpoint-dependent representations of individual objects and viewpoint independent representations of object categories, respectively. 相似文献
230.
Tracy DeHart Sandra L Murray Brett W Pelham Paul Rose 《Journal of experimental social psychology》2003,39(1):59-67
We propose that the insecurities about a close other’s regard that make it difficult for low self-esteem people to form satisfying romantic relationships also create difficulties in family relationships. Our study revealed that low self-esteem mothers and children felt less loved by one another than did high self-esteem mothers and children. These feelings of not being loved partially accounted for the tendency of low self-esteem children and mothers to be dissatisfied with their relationships. Ironically, however, low self-esteem children’s insecurities about how much their mothers loved them were not warranted by the strength of their mother’s love. Taken together, these findings suggest that the processes that regulate attachment to significant others extend to familial as well as romantic relationships. 相似文献