全文获取类型
收费全文 | 725篇 |
免费 | 118篇 |
国内免费 | 61篇 |
专业分类
904篇 |
出版年
2024年 | 4篇 |
2023年 | 20篇 |
2022年 | 23篇 |
2021年 | 36篇 |
2020年 | 50篇 |
2019年 | 40篇 |
2018年 | 33篇 |
2017年 | 51篇 |
2016年 | 34篇 |
2015年 | 29篇 |
2014年 | 41篇 |
2013年 | 94篇 |
2012年 | 21篇 |
2011年 | 56篇 |
2010年 | 23篇 |
2009年 | 39篇 |
2008年 | 47篇 |
2007年 | 38篇 |
2006年 | 33篇 |
2005年 | 28篇 |
2004年 | 34篇 |
2003年 | 28篇 |
2002年 | 23篇 |
2001年 | 12篇 |
2000年 | 14篇 |
1999年 | 11篇 |
1998年 | 3篇 |
1997年 | 6篇 |
1996年 | 6篇 |
1995年 | 3篇 |
1994年 | 8篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 1篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1981年 | 1篇 |
排序方式: 共有904条查询结果,搜索用时 15 毫秒
111.
The present study examined profiles of exercise goal content and the associations with need satisfaction, motivation regulation and exercise behavior, combining variable-centered and person-centered analytical approaches. The participants were 1084 (279 men and 805 women) Swedish adults, aged between 18 and 78 years, that were all active members of an Internet-based exercise program. Latent profile analysis (LPA) and structural equation modeling (SEM) were used to analyze the data. In SEM analysis intrinsic goals were related to need satisfaction and autonomous motivation, whereas extrinsic goals were most strongly associated with controlled motivation. LPA revealed five unique latent classes of goal content. These five classes differed in need satisfaction, motivation regulation and exercise behavior, with classes being characterized by more intrinsic goal profiles reporting higher need satisfaction and autonomous motivation. The results are discussed from a self-determination theory perspective and the benefits of using both variable and person-centered analytical approaches are highlighted. 相似文献
112.
Donald G. Unger Laurie Ellis McLeod Margaret B. Brown Patricia A. Tressell 《Journal of child and family studies》2000,9(2):191-202
Family support was examined as a mediator of the relation between interparental conflict and adolescent academic achievement. Results indicated that two dimensions of family support, family cohesion and parent–school involvement, mediated the relation between interparental conflict and academic achievement. The results further suggested that family support was more likely to function as a mediator for girls than for boys. Lastly, in the presence of a mediating effect, a direct path remained between interparental conflict and grade point average. 相似文献
113.
呈现方式、自我效能感和成就动机对FOK判断影响的研究 总被引:4,自引:0,他引:4
以英汉配对词为实验材料探讨了呈现方式、自我效能感和成就动机对FOK判断(Feeling of Knowing)的影响,被试是144名大学生。实验结果表明:(1)呈现方式、自我效能感和成就动机均显著影响FOK判断等级的高低和判断的准确性;(2)自我效能感和成就动机在影响FDK判断方面有显著的交互作用,成就动机对FDK判断的作用受自我效能感影响;(3)被试的回忆成绩、再认成绩和FDK判断准确性之间均有显著的正相关,表明客体记忆与无记忆之间有较密切的联系。 相似文献
114.
初中生学业成就动机量表的编制 总被引:10,自引:1,他引:10
本研究根据我国初中生的实际编制了一套测量初中生学业成就动机的自陈式量表。该量表由外部行为表现和内部心理因素两个分量表构成。行为表现分置表包括主动性、行为策略和坚持性三个子量表,心理因素分量表包括能力、兴趣、目的、知识价值观四个子量表。测题分析和测验分析的结果表明此量表具有较高的信度和效度,能用于鉴别初中生学业成就动机的水平。 相似文献
115.
Joelle C. Ruthig Tara L. Haynes Raymond P. Perry Judith G. Chipperfield 《Social Psychology of Education》2007,10(1):115-137
Although optimism has several benefits, there are potential drawbacks associated with “too much of a good thing”. Within an
academic context, a possible determinant of the adaptiveness of optimistic bias is whether students have a sense of control
over academic outcomes: optimistically-biased (OB) achievement expectations paired with perceptions of academic control may
enhance performance and well-being; optimistic bias in the absence of perceived control may result in disappointment, poor
performance, and diminished well-being. The current longitudinal study examined academic control cognitions (ACC) among OB
college students (n = 319) versus non-optimistically biased (non-OB) students (n = 321). We also examined the effects of academic optimistic bias on composite measures of college performance (perceived
success, final psychology course grades, cumulative GPA, course attrition) and well-being (positive and negative emotions,
health behaviors, future optimism) 6 months later; and determined whether ACC accounted for those associations. Significant
MANCOVAs showed OB students had greater ACC, better subsequent well-being, and outperformed their non-OB counterparts. These
well-being and performance differences remained significant after statistically accounting for initial aptitude and ACC. Overall,
academic optimistic bias was accompanied by perceived controllability over scholastic outcomes, yet beyond the effects of
ACC, optimistic bias was associated with better year-end performance and well-being. Findings have implications for maximizing
the successful transition of first-year college students. 相似文献
116.
117.
Gregory Arief D. Liem Andrew J. Martin Amy L. Porter Susan Colmar 《Asian Journal of Social Psychology》2012,15(1):1-13
With a view to understand the influence of culture on achievement motivation, the study aimed to test the hypothesized mediating role of individual‐oriented and social‐oriented achievement motives in linking value orientations (e.g. achievement, security, conformity, hedonism) to achievement goals (i.e. mastery‐approach, mastery‐avoidance, performance‐approach, and performance‐avoidance goals) as predictors of English and mathematics achievements. These hypothesized relationships were tested in the one‐path analytic model with a sample of Indonesian high‐school students (n = 356; 46% girls, M age = 16.20 years). The findings showed that security and conformity values positively predicted social‐oriented achievement motive; self‐direction values positively predicted individual‐oriented achievement motive; and hedonism values negatively predicted both achievement motive orientations. Both individual‐oriented and social‐oriented achievement motives positively predicted mastery‐approach and performance‐approach goals. Interestingly, social‐oriented achievement motive also positively predicted mastery‐avoidance and performance‐avoidance goals, which in turn, negatively predicted English and mathematic achievement. There was also some evidence for the direct effects of values on performance‐approach goals and achievement. Taken together, the findings evinced the relevance of achievement goal constructs to Indonesian students and the psychometric properties of the Indonesian version of the Achievement Goals Questionnaire for further use in Indonesia. The study concludes that the meanings of academic motivation and achievement should be seen from a sociocultural perspective relevant to the context in which they are being studied. 相似文献
118.
Children assessed as having low working memory capacity have also been shown to perform more poorly than their same-aged peers in measures of academic achievement. Early detection of working memory problems is, therefore, an important first step in reducing the impact of a working memory deficit on the development of academic skills. In this study, we compared a single-test assessment, the Working Memory Power Test for Children (WMPT) and a multi-test assessment, the Automated Working Memory Assessment (AWMA), in their ability to predict academic achievement in reading, numeracy, and spelling. A total of 132 Australian school children (mean age 9 years, 9 months) participated in the research. Strong positive correlations between the WMPT and AWMA total scores were found, indicating good convergent validity of the single and multi-test measures. WMPT scores correlated with each of the four AWMA subtests designed to assess verbal and visuospatial short-term and working memory. WMPT and AWMA scores separately predicted performance on Word Reading, Numerical Operations, and Spelling. Compared with either measure alone, the WMPT and the AWMA in combination predicted more of the variance in Word Reading and Numerical Operations, but not in Spelling. Theoretical and practical implications of these findings are discussed. 相似文献
119.
Marina S. Lemos 《Anxiety, stress, and coping》2013,26(4):383-400
Goals can be defined as cognitive- and as value-related motivational constructs. Consequently, both goal elaboration and personal valuing of goals are emphasized as critical determinants of motivated action. From this perspective, it is argued that goals play an influential role in students' cognitions, and in their social and emotional processes. I explore students' strategies for dealing with potentially stressful classroom circumstances in relation to their goals by examining students' reactions to imagined specific academic stressors, focusing on their emotions, behavior, and goals. Four distinct strategies were defined: strategic flexible action, strategic rigid action, passive behavior, and disorganized behavior. It is suggested that (a) goals play a major role in articulating and integrating behaviors and emotions within a whole strategy, (b) particular combinations of goal characteristics - goal-setting, personal goal valuing, and goal difficulty - are required for successful coping, and (c) both productive behavior and emotional regulation are predicted by specific goal characteristics. 相似文献
120.
Abstract The present studies examined the mediating role of self-regulatory mechanisms in the relationship between goal motivation and goal progress in the Self-Concordance Model. First, a systematic review, using meta-analytical path analysis, supported the mediating role of effort and action planning in the positive association between autonomous goal motivation and goal progress. Second, results from two additional empirical studies, using structural equation modeling, lent credence to the mediating role of coping in the relationship between goal motivation and goal progress of university students. Autonomous goal motivation was positively associated with task-oriented coping, which predicted greater goal progress during midterm exams (Study 1, N=702) and at the end of the semester in a different sample (Study 2, N=167). Controlled goal motivation was associated with greater disengagement-oriented coping (Study 1 and Study 2) and lesser use of task-oriented coping (Study 2), which reduced goal progress. These results held up after controlling for perceived stress (Study 2). Our findings highlight the importance of coping in the “inception-to-attainment” goal process because autonomous goal motivation indirectly rather than directly predicts goal progress of university students through their usage of task-oriented coping. 相似文献