全文获取类型
收费全文 | 913篇 |
免费 | 33篇 |
出版年
2024年 | 2篇 |
2023年 | 7篇 |
2022年 | 8篇 |
2021年 | 11篇 |
2020年 | 9篇 |
2019年 | 16篇 |
2018年 | 26篇 |
2017年 | 33篇 |
2016年 | 29篇 |
2015年 | 22篇 |
2014年 | 34篇 |
2013年 | 93篇 |
2012年 | 58篇 |
2011年 | 45篇 |
2010年 | 26篇 |
2009年 | 40篇 |
2008年 | 57篇 |
2007年 | 45篇 |
2006年 | 33篇 |
2005年 | 33篇 |
2004年 | 34篇 |
2003年 | 31篇 |
2002年 | 30篇 |
2001年 | 16篇 |
2000年 | 17篇 |
1999年 | 12篇 |
1998年 | 21篇 |
1997年 | 16篇 |
1996年 | 9篇 |
1995年 | 12篇 |
1994年 | 7篇 |
1993年 | 5篇 |
1992年 | 7篇 |
1991年 | 6篇 |
1990年 | 9篇 |
1989年 | 9篇 |
1988年 | 10篇 |
1987年 | 5篇 |
1986年 | 4篇 |
1985年 | 8篇 |
1984年 | 9篇 |
1983年 | 9篇 |
1982年 | 4篇 |
1981年 | 6篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1975年 | 2篇 |
排序方式: 共有946条查询结果,搜索用时 15 毫秒
81.
Parent and teacher effects on academic coping and classroom engagement: Testing a motivational model
Little is known about the contextual antecedents and consequences of children’s academic coping. One hundred and eighty-three-sixth grade students participated in a study that examined a process model whereby children’s perceptions of parent and teacher behaviors were associated with children’s coping strategies through children’s appraisals of failure. It also examined whether these coping strategies were then associated with students’ classroom engagement. Results revealed that parent autonomy support was indirectly associated with defensive coping through its effects on children’s appraisals of failure. There was also some support that cognitive appraisals, particularly threat appraisals were indirectly associated with child reported engagement through coping, suggesting that coping appraisals impact children’s engagement and participation in the classroom through their effects on coping behavior/strategy use. The findings underscore the importance of parent autonomy support for children’s appraisals of failure, coping, and engagement. 相似文献
82.
Justin D. Smith Wendy C. Eichler Kaila R. Norman Steven R. Smith 《Journal of personality assessment》2015,97(3):261-270
This pragmatic study evaluated the effectiveness of a collaborative assessment intervention as an approach to midtherapy consultation, which has yet to be empirically tested. Ten adult participants in ongoing psychotherapy with a variety of presenting concerns, primarily consisting of general mood and adjustment issues, received a brief assessment-based intervention based on Finn's (2007) Therapeutic Assessment model. Following the collection of assessment questions and the administration of a multimethod assessment battery, clients and therapists participated in a joint feedback session with the assessor. Clients were then followed as their psychotherapy continued. The results of idiographic and aggregate analytic approaches revealed significant reductions in client-reported symptomatic distress, as evidenced by a medium effect size (d = –.50) and a significant change in the trajectory of distress. Client reports of the process of psychotherapy revealed a significant increase in the clients’ ratings of the working alliance. The findings suggest that a midtherapy consultation using collaborative/therapeutic assessment methods is beneficial but that further rigorous investigation is needed. 相似文献
83.
Sara K. Moeller Wendy Troop-Gordon Michael D. Robinson 《The Journal of psychology》2015,149(5):427-442
ABSTRACT. Cybernetic theories of self-regulation contend that an individual's goal system may work best to the extent it is differentiated. The present investigation pioneered an assessment of goal differentiation in relation to an important feature of goals—intrinsic motivation—and quantified the extent to which intrinsic motivation systematically increased from low- to mid- to high-level goals, the resulting individual difference termed cybernetic self-determination. In Study 1 (n = 106), it was found that frustrating daily events precipitated motivations to quit at low, but not high, levels of cybernetic self-determination. In Study 2 (n = 111), it was found that negative feedback was associated with reduced goal persistence at low, but not high, levels of cybernetic self-determination. The findings therefore converge on the idea that individual differences in cybernetic self-determination are consequential in buffering reactions to obstacles in daily life. Implications for personality, motivation, and self-regulation literatures are discussed. 相似文献
84.
85.
86.
87.
88.
89.
Wendy A. Wiseman 《Teaching Theology & Religion》2015,18(1):73-80
Reflecting on two study abroad trips to New Zealand in 2005 and 2007, I suggest in this essay that it is possible to mitigate the risk of (American or European) students recapitulating imperial attitudes through development of a rigorous curriculum focusing on the legacies of colonialism, institutional racism, and the somewhat dubious phenomenon of “post‐colonialism.” Readings, I argue, should be in continual play during cultural and social activities, operating in a dialectal move toward an “ethics of respect.” Such an ethics remains aporetic, or uncertain, insofar as no code of behavior can render us immune to the political and polemical effects of past and present forms of imperialism. However, a cultivated respect for distance and difference, including regarding questions of “authenticity,” can help to actualize the transformative promise of studying (indigenous) religion abroad. This essay is published alongside of six other essays, including a response from John Barbour, comprising a special section of the journal (see Teaching Theology and Religion 18:1, January 2015). 相似文献
90.