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901.
Sylvia Xiaohua Chen Michael Harris Bond Donghui Tang 《Asian Journal of Social Psychology》2007,10(4):213-223
In an attempt to explore the attitude-behaviour relationship, the present study examined the mixed findings from research on filial piety by differentiating filial attitudes from filial behaviours. The Filial Behaviour Scale was developed to tap the behavioural manifestations of filial piety, and its nomological network was established in two Chinese contexts, Hong Kong and Beijing. In addition to filial attitudes, we used values, social beliefs, and self-construals to explain filial behaviours. The results of hierarchical regression analysis showed that the value factor of conservation and the social axiom of reward for application predicted filial behaviour above and beyond filial attitudes; an interdependent self-construal moderated the effect of cultural group on filial behaviour. Gender and regional differences in filial piety were also examined. Males were found to score higher on filial attitudes, but not significantly higher on filial behaviours. Regional differences existed in filial behaviours, but not in filial attitudes, with Mainland Chinese displaying a higher level of filial behaviours than their Hong Kong counterparts. These identified differences suggest the importance of differentiating filial attitudes from filial behaviours in future attempts to understand Chinese filiality. 相似文献
902.
Psychometrika - The recent “Every Student Succeed Act" encourages schools to use an innovative assessment to provide feedback about students’ mastery level of grade-level content... 相似文献
903.
Hong Zhang Changkai Chen Rebecca Schlegel Kaiyuan Chen 《European journal of social psychology》2020,50(5):1065-1072
A growing area of research is beginning to examine the state-like nature of authenticity. The current study builds on this research by examining the (dis)continuity in state authenticity across two different social contexts: work and home. We surveyed 154 full-time employees twice a day for five consecutive workdays. Results showed that state authenticity at work and at home shared a relatively strong positive relationship that appeared to be mediated by the spillover of affect from one context to the next. This is consistent with prior work showing that affect tends to “spillover” from one context to the next and work that suggests a causal impact of affect on authenticity judgments. Implications for the study of state authenticity as well as work–home interaction are discussed. 相似文献
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Multidimensional-Method A (M-Method A) has been proposed as an efficient and effective online calibration method for multidimensional computerized adaptive testing (MCAT) (Chen & Xin, Paper presented at the 78th Meeting of the Psychometric Society, Arnhem, The Netherlands, 2013). However, a key assumption of M-Method A is that it treats person parameter estimates as their true values, thus this method might yield erroneous item calibration when person parameter estimates contain non-ignorable measurement errors. To improve the performance of M-Method A, this paper proposes a new MCAT online calibration method, namely, the full functional MLE-M-Method A (FFMLE-M-Method A). This new method combines the full functional MLE (Jones & Jin in Psychometrika 59:59–75, 1994; Stefanski & Carroll in Annals of Statistics 13:1335–1351, 1985) with the original M-Method A in an effort to correct for the estimation error of ability vector that might otherwise adversely affect the precision of item calibration. Two correction schemes are also proposed when implementing the new method. A simulation study was conducted to show that the new method generated more accurate item parameter estimation than the original M-Method A in almost all conditions. 相似文献
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Understanding beliefs, values, and preferences of patients is a tenet of contemporary health sciences. This application was motivated by the analysis of multiple partially ordered set (poset) responses from an inventory on layman beliefs about diabetes. The partially ordered set arises because of two features in the data—first, the response options contain a Don’t Know (DK) option, and second, there were two consecutive occasions of measurement. As predicted by the common sense model of illness, beliefs about diabetes were not necessarily stable across the two measurement occasions. Instead of analyzing the two occasions separately, we studied the joint responses across the occasions as a poset response. Few analytic methods exist for data structures other than ordered or nominal categories. Poset responses are routinely collapsed and then analyzed as either rank ordered or nominal data, leading to the loss of nuanced information that might be present within poset categories. In this paper we developed a general class of item response models for analyzing the poset data collected from the Common Sense Model of Diabetes Inventory. The inferential object of interest is the latent trait that indicates congruence of belief with the biomedical model. To apply an item response model to the poset diabetes inventory, we proved that a simple coding algorithm circumvents the requirement of writing new codes such that standard IRT software could be directly used for the purpose of item estimation and individual scoring. Simulation experiments were used to examine parameter recovery for the proposed poset model. 相似文献
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This study developed an analytic framework consisting of four patterns of talk and writing that can support students' engagement in construction and critique: Talk only, writing only, use of talk and writing in sequence, and use of talk and writing simultaneously. This study aimed to examine how each pattern supports students' development of scientific knowledge through the construction and critique of arguments and what cognitive functions are associated with each pattern. To trace students' knowledge development over time using the four patterns, three students were selected as target subjects. Data were analyzed using two approaches: (1) in-depth analysis of a Knowledge Development Trajectory and (2) constant comparative method. This study highlights elementary students' capability of engaging in argumentation that promotes their scientific knowledge development when provided with proper opportunities, facilitation, and time to recognize that talk and writing can be used as epistemic tools for both constructing and critiquing arguments. 相似文献