全文获取类型
收费全文 | 354篇 |
免费 | 58篇 |
国内免费 | 1篇 |
出版年
2024年 | 1篇 |
2023年 | 5篇 |
2022年 | 6篇 |
2021年 | 13篇 |
2020年 | 20篇 |
2019年 | 22篇 |
2018年 | 28篇 |
2017年 | 30篇 |
2016年 | 24篇 |
2015年 | 28篇 |
2014年 | 16篇 |
2013年 | 70篇 |
2012年 | 12篇 |
2011年 | 16篇 |
2010年 | 10篇 |
2009年 | 34篇 |
2008年 | 28篇 |
2007年 | 12篇 |
2006年 | 11篇 |
2005年 | 5篇 |
2004年 | 7篇 |
2003年 | 3篇 |
2002年 | 1篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 1篇 |
1982年 | 1篇 |
1979年 | 1篇 |
排序方式: 共有413条查询结果,搜索用时 15 毫秒
261.
Child culture brokering occurs when immigrant children help their families navigate the new culture and language. The present study develops a model of the child culture broker role that situates it within the family and community economic and acculturative contexts of 328 families from the former Soviet Union. Path analysis was utilized to explore the relationships of community and family economic and cultural contexts with child culture brokering, child emotional distress, and family disagreements. All children reported some culture brokering for their parents. Less English proficient parents with lower status jobs, and living in areas with more Russian speaking families tended to utilize their children as brokers more often. Further, community economic conditions also predicted brokering indirectly, mediated by parent job social status. Brokering was related to child emotional distress and family disagreements. Further, culture brokering was a mediator of the impact of parent job social status on both child emotional distress and family disagreements. These results add to our understanding of the culture broker role and emphasize the utility of approaching research on it from an ecological perspective. 相似文献
262.
This study investigates the internal structure and construct validity of Complex Problem Solving (CPS), which is measured by a Multiple-Item-Approach. It is tested, if (a) three facets of CPS - rule identification (adequateness of strategies), rule knowledge (generated knowledge) and rule application (ability to control a system) - can be empirically distinguished, how (b) reasoning is related to these CPS-facets and if (c) CPS shows incremental validity in predicting school grade point average (GPA) beyond reasoning. N = 222 university students completed MicroDYN, a computer-based CPS test and Ravens Advanced Progressive Matrices. Analysis including structural equation models showed that a 2-dimensionsal model of CPS including rule knowledge and rule application fitted the data best. Furthermore, reasoning predicted performance in rule application only indirectly through its influence on rule knowledge indicating that learning during system exploration is a prerequisite for controlling a system successfully. Finally, CPS explained variance in GPA even beyond reasoning, showing incremental validity of CPS. Thus, CPS measures important aspects of academic performance not assessed by reasoning and should be considered when predicting real life criteria such as GPA. 相似文献
263.
Parra Cardona JR Domenech-Rodriguez M Forgatch M Sullivan C Bybee D Holtrop K Escobar-Chew AR Tams L Dates B Bernal G 《Family process》2012,51(1):56-72
Latinos constitute the largest ethnic minority group in the United States. However, the cultural adaptation and dissemination of evidence-based parenting interventions among Latino populations continues to be scarce despite extensive research that demonstrates the long-term positive effects of these interventions. The purpose of this article is threefold: (1) justify the importance of cultural adaptation research as a key strategy to disseminate efficacious interventions among Latinos, (2) describe the initial steps of a program of prevention research with Latino immigrants aimed at culturally adapting an evidence-based intervention informed by parent management training principles, and (3) discuss implications for advancing cultural adaptation prevention practice and research, based on the initial feasibility and cultural acceptability findings of the current investigation. 相似文献
264.
Therapies for grief and loss have traditionally focused on the work of grieving. The goal was to reach an endpoint, now popularly called closure. There are, however, many people who, through no fault of their own, find a loss so unclear that there can be no end to grief. They have not failed in the work of grieving, but rather have suffered ambiguous loss, a type of loss that is inherently open ended. Instead of closure, the therapeutic goal is to help people find meaning despite the lack of definitive information and finality. Hope lies in increasing a family's tolerance for ambiguity, but first, professionals must increase their own comfort with unanswered questions. In this article, the authors, one a poet, the other a family therapist and theorist, offer a unique blending of theory, reflection, and poetry to experientially deepen the process of self‐reflection about a kind of loss that defies closure. 相似文献
265.
This study tested a model of shared parenting as its centerpiece that incorporates cultural values as predictors and family emotional climate as the outcome variable of interest. We aimed to assess the predictive power of the Mexican cultural values of familismo and simpatia over couples' shared parenting practices. We anticipated that higher levels of shared parenting would predict family emotional climate. The participants were 61 Mexican American, low income couples, with at least one child between 3 and 4 years of age, recruited from a home-based Head Start program. The predictive model demonstrated excellent goodness of fit, supporting the hypothesis that a positive emotional climate within the family is fostered when Mexican American couples practice a sufficient level of shared parenting. Empirical evidence was previously scarce on this proposition. The findings also provide evidence for the role of cultural values, highlighting the importance of family solidarity and avoidance of confrontation as a pathway to shared parenting within Mexican American couples. 相似文献
266.
《The Journal of social psychology》2012,152(6):620-629
ABSTRACTWe examined generational differences in reasons for attending college among a nationally representative sample of college students (N = 8 million) entering college between 1971–2014. We validated the items on reasons for attending college against an established measure of extrinsic and intrinsic values among college students in 2014 (n = 189). Millennials (in college 2000s–2010s) and Generation X (1980s–1990s) valued extrinsic reasons for going to college (“to make more money”) more, and anti-extrinsic reasons (“to gain a general education and appreciation of ideas”) less than Boomers when they were the same age in the 1960s–1970s. Extrinsic reasons for going to college were higher in years with more income inequality, college enrollment, and extrinsic values. These results mirror previous research finding generational increases in extrinsic values begun by GenX and continued by Millennials, suggesting that more recent generations are more likely to favor extrinsic values in their decision-making. 相似文献
267.
268.
Static models of culture's influence have given way to a dynamic view, which identifies not only differences across cultures in people's judgments and decisions, but also the situations and conditions in which these differences do or do not appear. Theory and evidence developed from a cognitive psychological perspective underlie this dynamic approach, including research emerging from the “dynamic constructivist” and “situated cognition” models. In the present review, we focus on findings that confirm the utility of this cognitively oriented approach, and briefly discuss the advantages and complementary nature of the “social collective” and neuroscience approaches to understanding culture. 相似文献
269.
Ariel A. Williamson Lyndee Knox Nancy G. Guerra Kirk R. Williams 《American journal of community psychology》2014,53(1-2):47-59
This paper reports on the development and piloting of the Madres a Madres (Mothers to Mothers) program, a new, community-based parent training program designed for immigrant Latina mothers and their children. Promotoras, or female community health workers of Latina background, delivered the program in a home visitation format. A total of 194 mothers and 194 focal children (87 male, 107 female) ages 7–12 were randomized to the intervention (113 mother–child dyads) or wait-list control condition (81 mother–child dyads) over the study period. Outcomes of interest were mother-reported parenting skills, broad family functioning, and child externalizing and internalizing behaviors. Data collection occurred at pretest, 3-month posttest, and 9-month follow-up periods. Multilevel growth models revealed increases in intervention mothers’ reported parenting skills, family support, and family organization, and reductions in child internalizing behavior from pretest to follow-up, relative to the control condition. Outcomes did not vary by focal child age, gender, nativity status, or mother acculturative status (years in the United States). Findings are discussed in the context of future directions for research on the Madres a Madres program and on the implementation and dissemination of empirically-supported parent training practices to culturally diverse families. 相似文献
270.
《Journal of Cognitive Psychology》2013,25(6):771-779
Peng and Nisbett found that Chinese people are more apt to engage in dialectical thinking (DT) than Americans. We gave the Dialectical Self Scale questionnaire and 10 pairs of opposing opinions to high school and university students of Japanese, Chinese, and British nationality. We asked them to fill in the questionnaire, to rate how strongly they agreed with each opinion, and to rate how wise it is to think dialectically. The scores on the questionnaire were higher among Easterners than among Westerners and higher among university students than among high school students. But the results of opinion agreement indicated that the dialectical tendency was stronger among the Chinese and British than among the Japanese. Furthermore, however, Japanese participants judged DT as wiser than Chinese and British did, and Chinese university students believed it was wiser than Chinese high school students did. We propose that this effect is attributed to Marxist education in China. 相似文献