全文获取类型
| 收费全文 | 1606篇 |
| 免费 | 231篇 |
| 国内免费 | 112篇 |
专业分类
| 1949篇 |
出版年
| 2025年 | 10篇 |
| 2024年 | 21篇 |
| 2023年 | 26篇 |
| 2022年 | 58篇 |
| 2021年 | 76篇 |
| 2020年 | 97篇 |
| 2019年 | 84篇 |
| 2018年 | 96篇 |
| 2017年 | 92篇 |
| 2016年 | 99篇 |
| 2015年 | 57篇 |
| 2014年 | 65篇 |
| 2013年 | 197篇 |
| 2012年 | 78篇 |
| 2011年 | 75篇 |
| 2010年 | 64篇 |
| 2009年 | 69篇 |
| 2008年 | 58篇 |
| 2007年 | 89篇 |
| 2006年 | 109篇 |
| 2005年 | 90篇 |
| 2004年 | 53篇 |
| 2003年 | 55篇 |
| 2002年 | 39篇 |
| 2001年 | 19篇 |
| 2000年 | 22篇 |
| 1999年 | 9篇 |
| 1998年 | 16篇 |
| 1997年 | 14篇 |
| 1996年 | 11篇 |
| 1995年 | 13篇 |
| 1994年 | 11篇 |
| 1993年 | 5篇 |
| 1992年 | 6篇 |
| 1991年 | 5篇 |
| 1990年 | 7篇 |
| 1989年 | 2篇 |
| 1988年 | 1篇 |
| 1987年 | 1篇 |
| 1986年 | 1篇 |
| 1985年 | 14篇 |
| 1984年 | 2篇 |
| 1983年 | 1篇 |
| 1982年 | 1篇 |
| 1980年 | 3篇 |
| 1979年 | 3篇 |
| 1978年 | 7篇 |
| 1977年 | 11篇 |
| 1976年 | 7篇 |
排序方式： 共有1949条查询结果，搜索用时 15 毫秒
131.
Shifang Tang;Zhuoying Wang;Xiuhong Lu;Lei Zhang;Maya Haggerty; 《Applied cognitive psychology》2024,38(2):e4188
The present study aimed to evaluate the psychometric properties and measurement invariance of the motivated and self-regulation strategies for online learning (MSSOL) instrument. Data were collected from a sample of 1100 college students from a Chinese university. Factor analysis revealed favorable psychometric properties of the MSSOL. Furthermore, strong evidence was found to support the configural, metric, scalar, and strict invariance across gender groups, indicating the appropriate utilization of the MSSOL in accurately assessing online English learning motivation and self-regulated learning (SRL) strategies among Chinese college students of both genders. This study represents a significant advancement in the measurement of motivation and SRL in the context of online English as a Foreign Language (EFL) instruction, particularly in light of the ongoing COVID-19 pandemic. Implications for future research are discussed. 相似文献
132.
Sarah Dekeyser Emilie Schmits Fabienne Glowacz Olivier Klein Mathias Schmitz Robin Wollast Vincent Yzerbyt Olivier Luminet 《Psychologica Belgica》2023,63(1):1
To limit the spread of COVID-19, public authorities have recommended sanitary behaviors such as handwashing, mask-wearing, physical distancing, and social distancing. We recruited a large sample of higher education students in Belgium (N = 3201–3441) to investigate the role of sociodemographic variables, mental health, previous COVID-19 infections, academic involvement, and risk perception on adherence to these sanitary behaviors. This cross-sectional study took place during the second COVID-19 wave in Belgium, between February and March 2021. Analyses showed that living alone, being female, later in the academic curriculum, having higher general and health anxiety, higher academic involvement, and higher risk perception were positively associated with adherence to the four aforementioned sanitary behaviors. Conversely, previous infection with COVID-19 and having been quarantined were negative predictors. Our results show a set of predictors highly similar for the four sanitary behaviors. We discuss potential initiatives to increase adherence to sanitary behaviors in this group of highly educated youngsters. 相似文献
133.
April D. Watts Diana M. Doumas Aida Midgett 《Journal of Addictions & Offender Counseling》2019,40(2):66-83
The authors examined the efficacy of a brief bystander bullying intervention on reducing alcohol use among high school students (N = 61). As hypothesized, high‐risk drinkers in the intervention group reported reduced drinking compared with control students at a 30‐day follow‐up. 相似文献
134.
Zandra L. Jordan 《Teaching Theology & Religion》2019,22(4):253-268
This article uses womanist ethics and theories of writing instruction to illuminate the experiences of black women seminarians with theological writing at a predominantly white institution. The three cases presented here highlight two ethics for teaching and evaluating theological writing: clarity and creativity. Already triply marginalized by race, sex, and class, black women are often greeted with unwritten norms around academic theological writing that threaten their self‐concept and their development as producers of theological knowledge. This work centers reflections of student‐learning on the voices of black women who found their own ways of negotiating these demands. Their responses to the problems of writing for and in white, male‐dominated theological discourses provide moral strategies that all writers can employ and that all theology professors can make a regular part of their ethical pedagogical practice. 相似文献
135.
In this paper, we use Critical Reflective Practice to give voice to the experience of a Kenyan teacher who travelled to Australia to undertake advanced coursework in leadership and inclusive education studies. It also reflects upon an Australian academic as she tries to be more culturally responsive in her andragogy when teaching, supervising and mentoring postgraduate international students. We use reflective practices over an extended period to lessen the power imbalance between them as academic supervisor and postgraduate student. This eventually allowed for the student to teach and the academic to learn; and together we here shed light on what it is like to study and teach within an Australian university that annually enrols 6000 students from more than 100 countries around the globe. 相似文献
136.
Many social welfare and social work students struggle to demonstrate competence in the complex process of critical reflection through to the stage of transformed thinking and action. Examples of how students learn critical reflection as an interpretive experience are scarce. This paper presents, as a case study, the process one of the authors experienced while critically reflecting on teaching critical reflection. The paper explores how this approach unlocked disturbing insights into how personally held values, views and knowledge influenced her performance relating to teaching critical reflection. Experiencing what she asks of her students raised questions regarding the duty of care that social welfare and social work educators have to ensure their students engage in critical, and transformative, self-discovery in safe and supportive ways. We propose that in the early stages of social welfare and social work degrees, rather than assessing students’ critical reflection of an event, educators examine students’ capacity to learn critical reflection in a different way. Drawing on critical hermeneutics, and a theory of visual thinking, the paper outlines the cognitive map of a process of critical reflection on teaching critical reflection. We present this as a metaphor of walking through a rainforest. 相似文献
137.
JARED LAU YI‐WEN SU CHING‐CHEN CHEN CHIA‐LIANG DAI 《The Journal of Humanistic Counseling》2019,58(2):150-164
This article addresses the supervisory needs of international counseling students and provides recommendations for supervision through a collaborative supervision model. Collaborative supervision promotes a sharing emphasis on the roles of language, conversation, self, and stories, whereby both supervisee and supervisor develop a relationship that invites jointly creating knowledge. 相似文献
138.
Research on young people's aspirations and their capacity to aspire to higher education has proliferated in recent decades, however, very little attention has been paid to the creative arts. Diversity in the arts remains a persistent issue in many nations, and repeated attempts to promote diversity in the Australian arts community have had limited impact, suggesting the need for new approaches. Drawing on data from a 4‐year longitudinal study of students from ages 8 to 18 (n = 6,492) in government schools, we examine school students' aspirations for careers in the arts. Arts‐related careers were popular among students, yet we found a distinct lack of diversity among those aspiring to such careers. Using logistic regression analysis we found that being female, high achieving, from an English‐speaking background, possessing high cultural capital, and attending advantaged schools were significant predictors of interest in the arts, suggesting the likely reproduction of existing patterns of participation. We argue that initiatives within schools are essential to disrupting these patterns and building the capacity of a more diverse range of students to aspire to careers in the arts. 相似文献
139.
Javier Cavazos Vela Eunice Lerma James F. Whittenberg Yvette Hinojosa Keely Rodriguez 《Journal of Employment Counseling》2019,56(4):164-179
Latina/o college students (N = 120) provided their perceptions of positive psychology, cultural, family, and vocational outcome expectations. Presence of meaning in life, hope, Anglo orientation, and Mexican orientation were significant predictors of subjective happiness. Implications for counselors are provided. 相似文献
140.
When witnessing an uncivil, immoral, or discriminatory behavior, bystanders have the opportunity to “speak up” and confront the perpetrator about his/her act. We examined whether the closeness of the relationship between the bystander and the perpetrator affects the bystander's reaction. We asked middle schoolers, high schoolers, and university students (N = 1,386) to indicate how they would react if they were to witness each of 26 uncivil, immoral, or discriminatory behaviors. We experimentally manipulated the relationship to the perpetrator, who was described as a friend, an acquaintance, or a stranger. Results showed that the closer the relationship to the perpetrator the greater the bystander's self-reported likelihood of “speaking up.” The findings speak to the role of close relationships in the perpetuation of social norms. They also suggest ways to curb anti-social behaviors in a variety of school and organizational settings. 相似文献