全文获取类型
| 收费全文 | 6745篇 |
| 免费 | 99篇 |
| 国内免费 | 1篇 |
专业分类
| 6845篇 |
出版年
| 2019年 | 75篇 |
| 2018年 | 131篇 |
| 2017年 | 114篇 |
| 2016年 | 111篇 |
| 2015年 | 79篇 |
| 2014年 | 98篇 |
| 2013年 | 518篇 |
| 2012年 | 203篇 |
| 2011年 | 198篇 |
| 2010年 | 102篇 |
| 2009年 | 125篇 |
| 2008年 | 165篇 |
| 2007年 | 177篇 |
| 2006年 | 139篇 |
| 2005年 | 151篇 |
| 2004年 | 133篇 |
| 2003年 | 114篇 |
| 2002年 | 129篇 |
| 2001年 | 221篇 |
| 2000年 | 218篇 |
| 1999年 | 149篇 |
| 1998年 | 62篇 |
| 1996年 | 63篇 |
| 1994年 | 56篇 |
| 1992年 | 125篇 |
| 1991年 | 125篇 |
| 1990年 | 124篇 |
| 1989年 | 109篇 |
| 1988年 | 98篇 |
| 1987年 | 99篇 |
| 1986年 | 117篇 |
| 1985年 | 121篇 |
| 1984年 | 100篇 |
| 1983年 | 89篇 |
| 1981年 | 57篇 |
| 1979年 | 110篇 |
| 1978年 | 75篇 |
| 1977年 | 67篇 |
| 1976年 | 57篇 |
| 1975年 | 72篇 |
| 1974年 | 96篇 |
| 1973年 | 105篇 |
| 1972年 | 74篇 |
| 1971年 | 73篇 |
| 1970年 | 86篇 |
| 1969年 | 79篇 |
| 1968年 | 111篇 |
| 1967年 | 85篇 |
| 1966年 | 97篇 |
| 1958年 | 62篇 |
排序方式： 共有6845条查询结果，搜索用时 15 毫秒
871.
872.
873.
874.
Drawing on Dewey's pragmatic perspective on talent cultivation and previous research on promoting employee creativity in industry, this study investigates student creativity performance in relation to teacher's encouragement, intrinsic motivation, and creative process engagement. Based on survey data collected from 140 vocational high school students who participated in a nation‐wide contest in Taiwan, path analyses were performed using structure equation modeling techniques. The results indicate that both teacher's encouragement and intrinsic motivation have a significant, although indirect, effect on student creativity, and that creative process engagement, as opposed to teacher encouragement or intrinsic motivation, has a direct and significant mediating effect on student creativity. This finding is in partial agreement with prior research which reports student creativity is positively associated with teacher encouragement and intrinsic motivation, highlighting the mediating role of creative process engagement in facilitating student creative performance. 相似文献
875.
David I. Bishop Anika M. Hansen Alahna J. Keil Iloria V. Phoenix 《The Journal of genetic psychology》2019,180(1):31-44
Many studies have documented an association between parental attachment and college student adjustment. Few studies have explored the mechanisms underlying this association. The authors asked college students nearing the end of their first academic year to complete instruments measuring parental attachment, coping, and adjustment to college. Structural equation modeling was used to model mediation separately for attachment to mother and father. Avoidant coping mechanisms (operationalized as denial, mental disengagement, behavioral disengagement, and substance use) significantly mediated the parental attachment and adjustment to college relationship. Self-sufficient coping mechanisms (operationalized as planning, positive reinterpretation, acceptance, active coping, and suppression) did not mediate the parental attachment and adjustment to college relationship. 相似文献
876.
877.
Synthese - Although scientific realism is the default position in the life sciences, philosophical accounts of realism are geared towards physics and run into trouble when applied to fields such as... 相似文献
878.
Heidi von Harscher Nathaly Desmarais Robert Dollinger Seth Grossman Scarlett Aldana 《Psychology, health & medicine》2018,23(3):295-303
Introduction: Research on medical students has shown they are at a higher risk for burnout and that this burnout may become more prevalent as they advance in medical school. The literature, thus far, has not explored the construct of ,emotional empathy and whether this can impact burnout in medical students. Objective: To understand the relationship between empathy (Empathic Concern [EC] and Personal Distress [PD]) and burnout in medical students. Method: Five successive classes of medical students enrolled at a new medical school were given the Maslach Burnout Inventory and Davis’ Interpersonal Reactivity Index over the course of three successive years (n = 353). Two dimensions of empathy were evaluated to determine if they have an impact on three dimensions of burnout (Emotional Exhaustion/EE, Depersonalization/DP, Personal Accomplishment/PA). Results: data was analyzed using a linear mixed model for each of the three components of burnout based on gender, age, year in medical school, and two types of empathy: EC, and PD. Conclusion: It was discovered that students with high levels of EC had statistically lower scores of burnout over time while students with high levels of PD empathy showed statistically higher scores of burnout over three years. Implications for these findings are discussed. 相似文献
879.
Rachael I. Rosner 《欧洲心理治疗、咨询与健康杂志》2018,20(1):25-47
AbstractThis paper examines the origins of psychiatrist Aaron T. Beck’s 1979 Cognitive Therapy of Depression (CTOD). CTOD was the first psychotherapy manual designed to be used in a randomized controlled trial (RCT). Making psychotherapy amenable to the RCT design had been a ‘holy grail’ for leading American psychotherapy researchers since the late 1960s. Beck’s CTOD – which standardized his treatment so it could be compared with drug treatments in a clinical trial – delivered that holy grail, and ushered in the manualized treatment revolution. Manuals are now a sine qua non in psychotherapy research. In this paper, I explore some of the personal, political, and economic variables that made the idea of a manual irresistible to Beck and to those who first championed him. 相似文献
880.
Stephanie I. Wassenburg Björn B. de Koning Menno van der Schoot 《Journal of Cognitive Psychology》2018,30(3):307-313
Recent research shows that co-speech gestures can influence gesturers’ thought. This line of research suggests that the influence of gestures is so strong, that it can wash out and reverse an effect of learning. We argue that these findings need a more robust and ecologically valid test, which we provide in this article. Our results support the claim that gestures not only reflect information in our mental representations, but can also influence gesturer's thought by adding action information to one's mental representation during problem solving (Tower of Hanoi). We show, however, that the effect of gestures on subsequent performance is not as strong as previously suggested. As opposed to what previous research indicates, gestures' facilitative effect through learning was not nullified by the potentially interfering effect on subsequent problem-solving performance of incompatible gestures. To conclude, using gestures during problem solving seems to provide more benefits than costs for task performance. 相似文献