全文获取类型
收费全文 | 1275篇 |
免费 | 452篇 |
国内免费 | 162篇 |
出版年
2024年 | 4篇 |
2023年 | 25篇 |
2022年 | 57篇 |
2021年 | 63篇 |
2020年 | 94篇 |
2019年 | 80篇 |
2018年 | 94篇 |
2017年 | 90篇 |
2016年 | 99篇 |
2015年 | 57篇 |
2014年 | 64篇 |
2013年 | 193篇 |
2012年 | 77篇 |
2011年 | 75篇 |
2010年 | 64篇 |
2009年 | 69篇 |
2008年 | 58篇 |
2007年 | 89篇 |
2006年 | 108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1889条查询结果,搜索用时 15 毫秒
201.
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
202.
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
203.
204.
Claude Ferrand Robert Courtois Guillaume Martinent Michèle Rivière Emmanuel Rusch 《Psychology, health & medicine》2017,22(6):711-718
The present study examined the relationships between work-related characteristics in internships, psychological needs satisfaction, motivation and mental health using a partial least squares path modeling. Midwifery students (N = 214; Mage = 22.8 years) from three French schools completed different questionnaires online. Results showed (1) the importance of work resources (work control and social support) as protective factors of psychological needs satisfaction; and (2) the role of competence need satisfaction through motivation in the relationships between work resources and mental health. Midwifery schools should pay more attention to these two results, and take them into account in midwifery students’ training. 相似文献
205.
Laura M. Crothers Jered B. Kolbert Cassandra Berbary Suzannah Chatlos Latitia Lattanzio Amy Tiberi 《Journal of aggression, maltreatment & trauma》2017,26(9):972-988
In this study, educators, LGBTQ (gay, lesbian, bisexual, transgender, or questioning their sexuality) students, and their allies in a southwestern Pennsylvania sample reported their perceptions of bullying of LGBTQ youth and school climate and awareness of anti-bullying laws and policies within their school systems. Results indicate differences in students’ and educators’ perceptions of the frequency of bullying of LGBTQ students and support for LGBTQ students. LGBTQ students report significantly more bullying of LGBTQ students than their straight allies as well as educators for all forms of bullying assessed. Additionally, educators perceive higher levels of support for students from school personnel and students than reported by students. The importance of educator understanding and intervention in the bullying experiences of LGBTQ students is discussed. 相似文献
206.
Lauren M. Schaefer 《Journal of aggression, maltreatment & trauma》2017,26(2):175-190
The goal of this pilot study was to determine if functional brain differences are present among individuals with high and low cooccurring trauma and depression symptoms. This pilot study examined how the P300 latency component of event-related potentials (ERPs), measured using electroencephalography (EEG) while participants performed a go/no-go task, might be associated with cooccurring self-report of trauma and depression symptoms in a sample of college students (N = 38). Alpha-corrected independent sample t tests revealed statistically significant differences in ERP P300 peak latencies between those in the high cooccurring trauma and depression symptoms group (n = 12) and those in the low group (n = 26) for all 3 midline electrode sites (Fz, Cz, and Pz). This pilot study provides preliminary evidence of differential brain functioning in individuals experiencing cooccurring trauma and depression symptoms. Accordingly, these findings support future research examining brain functioning in cooccurring symptoms. 相似文献
207.
Naomi M. Wright Carly P. Smith Jennifer J. Freyd 《Journal of aggression, maltreatment & trauma》2017,26(1):50-68
This study is the first to expand the investigation of study-abroad risks to include a range of traumatic experiences for male and female students and to examine effects of institutional betrayal (i.e., an institution’s failure to prevent trauma or support survivors). In an online survey of 173 university students who had studied abroad, many respondents (45.44%, n = 79) reported exposure to at least 1 traumatic experience while abroad, most frequently natural disasters, sexual assault, and unwanted sexual experiences. Of students exposed to potentially traumatic events, more than one third (35.44%, n = 28) also reported at least 1 form of related institutional betrayal, which uniquely correlated with posttraumatic distress in some participants, when controlling for lifetime trauma history. 相似文献
208.
An exploration of the benefits of animal‐assisted activities in undergraduate students in Singapore
下载免费PDF全文
![点击此处可从《Asian Journal of Social Psychology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
The rise in psychological problems, attrition, and suicide rates of university students has been linked to the stressful challenges faced during university life. To buffer this, animal assisted activities (AAA) may assist in improving psychological and physiological well‐being in students, however, to date, there is little empirical evidence for their effectiveness. Consequently, this study explored the psychological and physiological benefits of AAA in a sample of undergraduate students. Sixty‐two students from two local universities participated in an hour‐long AAA session delivered by Therapy Dogs Singapore. Measures of perceived stress, anxiety, state self‐esteem, and blood pressure (BP) were taken before and after the sessions. The results indicated that students experienced significant decreases in state anxiety, systolic, and diastolic BP post AAA, and when compared to a quiet reading comparison session. State self‐esteem increased post AAA and, further, was found to moderate the change in anxiety in addition to perceived stress, whereby perceived anxiety reduced more in those with low state self‐esteem and high perceived stress. These results suggest that AAA can be an effective intervention for stress among undergraduate students, which utilizes a novel, easy to implement and enjoyable approach for Singaporean students. 相似文献
209.
Barbara M. Morgan 《Journal of Creativity in Mental Health》2017,12(3):276-288
This quasi-experimental study evaluated the effectiveness of a multi-modal experiential stress management course for college students. Experiential approaches included yoga, mindfulness hiking, and equine-assisted stress management activities. Univariate analysis of covariance revealed significantly lower perceived stress for the experimental group at the conclusion of the stress management course. Repeated measures univariate analysis of variance revealed that the stress management course significantly reduced present moment stress over time and that equine-assisted activities were as effective as yoga and mindfulness hiking in reducing student stress. 相似文献
210.
Bing Chen 《International Journal of Transgenderism》2017,18(1):66-78
Most studies of trans prejudice, or prejudice against transgender people, have been conducted in Western countries. The current study explored trans prejudice in a sample of 124 heterosexual college students from the People's Republic of China. We also examined the relationship between gender self-esteem—the importance of gender to one's self-identity—and trans prejudice. Results indicated that men reported more trans prejudice than women. Both women and men reported more violence toward, teasing of, and discomfort with trans women compared with trans men. Gender self-esteem was not a significant predictor of trans prejudice for men or women. These results suggest that some of the predictors of trans prejudice in Chinese people may be similar to predictors found in Western samples. However, differences may be due to cultural factors such as membership in a collectivistic versus an individualistic society. 相似文献