全文获取类型
收费全文 | 468篇 |
免费 | 44篇 |
国内免费 | 4篇 |
出版年
2023年 | 12篇 |
2022年 | 7篇 |
2021年 | 11篇 |
2020年 | 28篇 |
2019年 | 28篇 |
2018年 | 26篇 |
2017年 | 26篇 |
2016年 | 30篇 |
2015年 | 34篇 |
2014年 | 16篇 |
2013年 | 79篇 |
2012年 | 9篇 |
2011年 | 18篇 |
2010年 | 16篇 |
2009年 | 24篇 |
2008年 | 33篇 |
2007年 | 28篇 |
2006年 | 21篇 |
2005年 | 12篇 |
2004年 | 13篇 |
2003年 | 8篇 |
2002年 | 9篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 6篇 |
1998年 | 6篇 |
1996年 | 2篇 |
1994年 | 4篇 |
1993年 | 3篇 |
1991年 | 1篇 |
1985年 | 1篇 |
1978年 | 2篇 |
1975年 | 1篇 |
排序方式: 共有516条查询结果,搜索用时 15 毫秒
91.
Jessica Mass Levitt Noa Saka Lisa Hunter Romanelli Kimberly Hoagwood 《Journal of School Psychology》2007,45(2):163-191
When embedded within a continuum of mental health services including both prevention and treatment, school-based mental health identification programs can promote improved academic and mental health functioning among students. This article describes the scientific status of assessment instrumentation that may be used for early mental health identification in schools. Currently available instruments are described in terms of their ability to accurately detect youth with mental health problems. Implications for selecting mental health screening and assessment instruments and integrating them into schools are discussed. Finally, a range of approaches to early identification in schools as well as some of the broader ethical and practical issues related to the integration of these strategies into a school-wide continuum of services are presented. 相似文献
92.
Anna-Lind Petursdottir Kristen McMaster Jennifer J. McComas Tracy Bradfield Viveca Braganza Julie Koch-McDonald Roxana Rodriguez Haley Scharf 《Journal of School Psychology》2009,47(4):215-243
The purpose of this study was to investigate how brief experimental analyses (BEAs) could be used to identify effective interventions for Kindergartners (2 girls and 2 boys, 5 years and 7-10 months old) with low performance and/or growth slope in letter sound fluency (LSF). Interventions were tested within a multielement design with brief mini-reversals until an intervention yielding at least 20% improvement on a specific subskill measure or a curriculum-based measure of LSF was identified. BEA-identified interventions were implemented one-on-one for 5 to 9 weeks. A multiple-baseline design across participants showed large intervention effects (average adjusted d = 2.4) on general outcome measures, supporting treatment validity of BEAs. Findings extend the BEA literature to younger participants, early reading interventions, and early reading measures. 相似文献
93.
A General Factor of Personality (GFP) occupies the apex of the hierarchy in three prominent personality disorder inventories. On the Millon Clinical Multiaxial Inventory-III, a GFP accounted for 41% of the variance in two second-order factors, 31% of the variance in five first-order factors, and 26% of the variance in all 24 scales. On the Dimensional Assessment of Personality Pathology, a GFP accounted for 61% of the variance in six first-order factors and 36% of the variance in all 18 scales. In a cross-validation study of the Personality Assessment Inventory, a GFP accounted for 65% of the variance in two second-order factors, 47% of the variance in five first-order factors, and 27% of the variance in all 18 scales. 相似文献
94.
Edwards MC Gardner ES Chelonis JJ Schulz EG Flake RA Diaz PF 《Journal of abnormal child psychology》2007,35(3):393-404
This study evaluated the validity and classification utility of the Conners' Continuous Performance Test (CCPT) in the assessment of inattentive and hyperactive-impulsive behaviors in children. Significant, positive correlations between the CCPT parameters and behavioral ratings of ADHD behaviors were hypothesized. In addition, it was hypothesized that the CCPT parameters would perform better than a random test (chance) and show fair to moderate utility of classification across the different indices. Participants were 104 children between 6 and 12 years of age who were referred for evaluation of attention problems. The first hypothesis was not supported. There were no significant, positive correlations between the CCPT parameters and parent and teacher ratings of inattentive and hyperactive-impulsive behaviors. The second hypothesis was only partially supported. The CCPT Overall Index and the Omission Errors (84th percentile cutoff) performed better than a random test; however, the utility of the CCPT Overall Index only ranged from poor to slight. Receiver operating characteristic analyses showed the accuracy of the CCPT to be low. The implications and limitations of this study and future research directions are discussed. 相似文献
95.
The present study examined the association between neuropsychological behavioral performance and psychopathic personality traits, measured via the Psychopathic Personality Inventory (PPI), in a non-incarcerated sample. Specifically, performance involving general executive cognitive functioning (ECF) and response inhibition was investigated in regards to the two main psychopathy factors (affective-interpersonal and social deviance) of the PPI. A group of 95 student volunteers were administered the PPI and a variety of neuropsychological measures. Analyses revealed that total PPI scores were related to deficits in response inhibition but not general ECF. However, this relationship was qualified by the differential associations observed for the two PPI factors. The social deviance factor was associated with deficits in general ECF and response inhibition, whereas the affective-interpersonal facet was associated with enhanced general ECF performance but not response inhibition. The results suggest that cognitive functioning shows predicted associations with a self-report measure of psychopathy among non-incarcerated young adults, providing further evidence for psychopathy conceptualizations from a normal-range personality perspective. 相似文献
97.
A performance comparison between the two language versions of the Affective Go/No‐Go test: A randomised crossover study 下载免费PDF全文
Younghyun C. Lyoo Shinwon Park Sejin Ju Kyung‐Shik Shin Jaeuk Hwang Sujung Yoon Jungyoon Kim Han Byul Cho Young Hoon Kim Jihyun H. Kim Hyeonseok S. Jeong Jieun E. Kim 《International journal of psychology》2018,53(Z1):81-88
The purpose of this randomised crossover study is to validate the Korean version of the Affective Go/No‐go (AGN) test. The Korean words for the AGN test were selected after careful evaluation of emotional valences, word length and frequency. Fifteen Korean advanced learners of English were administered both Korean and English versions, yielding 30 data points. The performance of both language versions was compared for each of the AGN test parameters (response latency, commission error and omission error) using two‐way analysis of variance (ANOVA). Intraclass correlation coefficients (ICCs) were estimated to evaluate associations between the two versions. The ICCs were high for response latencies of all valences and commission errors of positive and neutral words, but not for that of negative words and omission errors of all valences. A similar pattern of test results, as revealed by the high ICCs and non‐significant interaction effects between language and word valence, suggests that the psychometric properties of the AGN test may be comparable over different language versions. 相似文献
98.
Positive parent-child relationships are associated with positive youth development, but little is known about the relationships between parental bonding, resilience, and posttraumatic growth, which is positive change resulting from the struggle with trauma. This study examined a mediation model among 119 female young adults with disabled parents. The model included resilience as a mediator of the relationship between the paternal Care and posttraumatic growth. The results revealed that resilience did mediate the relationship between the paternal Care and posttraumatic growth. The findings indicate that paternal Care helps to foster female young adults’ resilience, which benefits their growth after suffering adversities. 相似文献
99.
100.
目的:探讨初中生的学习倦怠、生活事件和心理韧性的关系。方法:从济宁市四所初级中学抽取465名初中生,以青少年生活事件量表、青少年心理韧性量表、中学生学习倦怠问卷为研究工具,对初中生进行测查。结果:初中生的学习倦怠水平随年级增长呈逐渐升高趋势;男生的学习倦怠水平显著高于女生;心理韧性作为中介变量,影响到生活事件与学习倦怠之间的关系,中介效应占总效应的比例为42.4%。结论:培养学生的心理韧性可以有助于降低他们的学习倦怠水平。 相似文献