全文获取类型
收费全文 | 3321篇 |
免费 | 777篇 |
国内免费 | 368篇 |
专业分类
4466篇 |
出版年
2024年 | 17篇 |
2023年 | 95篇 |
2022年 | 125篇 |
2021年 | 113篇 |
2020年 | 199篇 |
2019年 | 203篇 |
2018年 | 176篇 |
2017年 | 164篇 |
2016年 | 152篇 |
2015年 | 127篇 |
2014年 | 153篇 |
2013年 | 506篇 |
2012年 | 113篇 |
2011年 | 126篇 |
2010年 | 121篇 |
2009年 | 122篇 |
2008年 | 131篇 |
2007年 | 159篇 |
2006年 | 182篇 |
2005年 | 194篇 |
2004年 | 154篇 |
2003年 | 153篇 |
2002年 | 125篇 |
2001年 | 88篇 |
2000年 | 92篇 |
1999年 | 66篇 |
1998年 | 44篇 |
1997年 | 40篇 |
1996年 | 44篇 |
1995年 | 48篇 |
1994年 | 39篇 |
1993年 | 31篇 |
1992年 | 38篇 |
1991年 | 12篇 |
1990年 | 13篇 |
1989年 | 18篇 |
1988年 | 14篇 |
1987年 | 12篇 |
1986年 | 14篇 |
1985年 | 36篇 |
1984年 | 20篇 |
1983年 | 16篇 |
1982年 | 19篇 |
1981年 | 18篇 |
1980年 | 21篇 |
1979年 | 23篇 |
1978年 | 18篇 |
1977年 | 37篇 |
1976年 | 19篇 |
1975年 | 15篇 |
排序方式: 共有4466条查询结果,搜索用时 15 毫秒
101.
中小学师生的校园暴力内隐观研究 总被引:3,自引:0,他引:3
本研究用自编问卷对2386名中小学生和504名中小学教师进行了调查,结果表明,中小学师生普遍认可比较严重的身体攻击和性骚扰为校园暴力,不太认可言语攻击为校园暴力。学生的内隐观存在性别、城乡和年级差异,教师的内隐观基本不受性别、城乡、年级和学历影响。教师比学生更认可身体攻击为校园暴力,而学生比教师更认可言语攻击、财产破坏和一般性的体罚为校园暴力。 相似文献
102.
103.
104.
105.
106.
小学儿童谦虚行为的发展研究 总被引:4,自引:1,他引:4
谦虚行为是一种中国特有的亲社会行为,在有关儿童道德判断的跨文化研究领域具有比较特殊的意义.本研究通过实验室实验对311名7、9、11岁小学儿童的谦虚行为进行了有益的探索.结果发现,儿童的谦虚行为不仅与年龄因素有关,而且还会受到社会情境因素的影响. 相似文献
107.
Tony Xing Tan 《The Journal of genetic psychology》2013,174(4):318-331
The author investigated the extent of developmental delays in girls adopted from China, their subsequent early intervention (EI) enrollment, and how the delays and EI were related to their academic performance and internalizing problems in adolescence. The sample included 180 adolescent girls (M = 13.4 years, SD = 2.0 years) who were adopted at 3–23.5 months (M = 11.5 months, SD = 3.7 months). Data on the adopted Chinese girls’ delays at arrival and EI enrollment in physical therapy (PT) and speech–language therapy (SLT) were collected from the adoptive mothers at the Baseline; data on the adopted Chinese girls’ present academic performance and internalizing problems were collected from the adoptive mothers and adopted girls at Wave 4 six years later. Data analyses revealed that 55% of the adoptees had moderate-to-severe delays when first arrived at the adoptive homes. Motor delays significantly increased the odds for PT (odds ratio [OR] = 3.98, 95% CI [2.18, 7.82], p <.001) and SLT (OR = 2.36, 95% CI [1.50–3.72, p <.001). Social-cognitive delays also significantly increased the odds for PT (OR = 1.90, 95% CI [1.36, 2.63], p <.001) and SLT (OR = 1.63, 95% CI [1.22, 2.17], p <.001). Motor delays were negatively associated with academic performance but positively associated with internalizing problems. General linear modeling showed that the adoptees who had developmental delays at arrival and subsequently enrolled in EI scored significantly lower on academic performance than their peers who had delays but did not enroll in EI, as well their peers who had no delays and did not enroll in EI. Implications of these findings are discussed. 相似文献
108.
109.
《Journal of aggression, maltreatment & trauma》2013,22(1):37-57
Summary In this article, we consider interventions for children exposed to family violence in light of the research on children's problems associated with witnessing family violence. Next, we review risk and protective factors related to these children's adjustment with the view that all children are not similarly affected by exposure to family violence. Against this background, we then move to consider directions for interventions from a systemic perspective. We take into account not only the exposure to interactions between their mother and father, but also children's relationships with their mother, father, and siblings, as well as within broader systems such as the peer group, the school, and the community. We consider the critical challenges within each of these important systems for children exposed to family violence, and we propose some potential interventions to address the problems. Finally, we summarize an evaluation of an intervention that incorporates some of the elements identified by a systemic perspective. The evaluation revealed a significant improvement in children's self-reports of depression and anxiety over the course of the program. Mothers rated their children as significantly improved in emotional and hyperactive behaviour problems. There was no relation between mothers' involvement in counselling and children's improvement. Overall, the results suggest that the Peer Group Counselling Program effectively provided support to children exposed to family violence. Finally, we discuss the steps necessary to support children and families in moving toward violence-free lives. 相似文献
110.
This study examined whether the effect of social group norms on 7‐ and 10‐year‐old children's aggression can be moderated or extinguished by contrary school norms. Children (n=384) participated in a simulation in which they were assigned membership in a social group for a drawing competition against an outgroup. Participants learnt that their group had a norm of inclusion, exclusion, or exclusion‐plus‐relational aggression, toward non‐group members, and that the school either had a norm of inclusion, or no such norm. Findings indicated that group norms influenced the participants' direct and indirect aggressive intentions, but that the school norm moderated the group norm effect, with the school's norm effect tending to be greater for indirect vs. direct aggression, males vs. females, and younger vs. older participants. Discussion focused on how school norms can be developed, endorsed, and presented so that they have their most lasting effect on children. Aggr. Behav. 36:195–204, 2010. © 2010 Wiley‐Liss, Inc. 相似文献