全文获取类型
收费全文 | 1054篇 |
免费 | 355篇 |
国内免费 | 130篇 |
出版年
2024年 | 3篇 |
2023年 | 36篇 |
2022年 | 62篇 |
2021年 | 44篇 |
2020年 | 85篇 |
2019年 | 82篇 |
2018年 | 66篇 |
2017年 | 57篇 |
2016年 | 68篇 |
2015年 | 46篇 |
2014年 | 54篇 |
2013年 | 144篇 |
2012年 | 39篇 |
2011年 | 52篇 |
2010年 | 50篇 |
2009年 | 54篇 |
2008年 | 51篇 |
2007年 | 70篇 |
2006年 | 78篇 |
2005年 | 76篇 |
2004年 | 71篇 |
2003年 | 61篇 |
2002年 | 42篇 |
2001年 | 25篇 |
2000年 | 23篇 |
1999年 | 15篇 |
1998年 | 12篇 |
1997年 | 6篇 |
1996年 | 7篇 |
1995年 | 12篇 |
1994年 | 9篇 |
1993年 | 3篇 |
1992年 | 3篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1987年 | 1篇 |
1985年 | 9篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 4篇 |
1976年 | 2篇 |
1975年 | 1篇 |
排序方式: 共有1539条查询结果,搜索用时 62 毫秒
991.
992.
中学生社会适应性的理论构建及量表编制 总被引:25,自引:0,他引:25
社会适应性是人们适应社会所需要的心理素质。通过开放式调查和理论分析,构建社会适应性的维度:心理优势感、心理能量、人际适应性和心理弹性。据此编制中学生社会适应性量表对1809名中学生的测量结果表明.社会适应性维度及其成分与社会适应性量表具有较好的信度和效度。 相似文献
993.
中学生人格特点和发展现状的研究 总被引:5,自引:1,他引:4
本研究以《中学生个性测验》为研究工具,以广东省五所不同类型中学的2816名初高中学生为被试,考察了中学生人格发展的状况和特点。研究发现:中学生人格发展状况不甚乐观,检出率较高;中学生人格发展状况在男女生之间、初高中之间和各类型学校之间都存在明显的差异;建议要有针对性的加强中学生的健康人格教育。 相似文献
994.
995.
During the school years, psychological test norms may be indexed by age or by grade. A number of studies have shown that using age-based norms appears to produce biases associated with grade assignment. Cahan and Cohen [Child Dev. 60 (1989) 1239-1249] showed that the effect of one grade was over twice the effect of 1 year of age for most verbal cognitive ability subtests in Grades 4-6. A higher ratio might be expected for more curriculum-related areas such as reading tests. Analysis of a representative sample of 4257 Grade 1 and 2 children in Tasmanian government schools (which use relatively strict age assignment to grades) for three subtests of the Woodcock Reading Mastery Test—Revised (WRMTR): Word Identification, Word Attack, and Passage Comprehension, showed that the grade effect is about twice the age effect. This data shows that using age-based norms instead of grade-based norms for reading and other verbal ability tests may produce bias in the early school years. Psychologists should thus be primarily concerned with children's educational history, as once children have entered school other developmental factors indexed by age have less influence on children's verbal performance. 相似文献
996.
997.
Gabriel P. Kuperminc Scot Seitz Hannah Joseph Nadim Khatib Christyl Wilson Krista Collins Omar Guessous 《American journal of community psychology》2019,63(3-4):391-404
Using multilevel data from the national evaluation of Boys and Girls Clubs of America (BGCA), this study examined associations among programmatic structures, workplace and workforce characteristics, and relational practices of program staff as they relate to young people's ratings of their experience attending local clubs. The sample included 57,710 members and 5,231 staff members at 740 BGCA sites throughout the United States. Staff relational practices—including establishing caring relationships, setting high expectations, positive behavior management, encouraging youth input and agency, and cultural sensitivity—explained associations between staffing and organizational functioning and youths’ perceptions of the quality of their clubs. Findings suggest a central role of staff relational practices in establishing conditions that youth experience positively, and that staffing and organizational processes, including community engagement and teamwork and efficiency can be viewed as foundations for establishing a culture of positive adult‐youth interaction, which in turn can contribute to the promotion of positive youth development. Further, identification with the experiences of youth had a direct association with youths’ perceptions of club quality. These results underscore the importance of staff workforce development initiatives as key to improving youth experiences in after‐school programs. 相似文献
998.
对小学1、3、5年级共399名学生进行为期1年的追踪测查, 使用交叉滞后模型检验小学低、中、高年级儿童词汇知识与阅读理解的关系。在控制了语音意识、语素意识、一般认知能力和自回归效应之后, 结果发现:在小学低年级, 词汇知识与阅读理解之间未发现显著的纵向预测关系; 在中年级, 词汇知识和阅读理解存在显著的双向预测关系; 在高年级, T1的阅读理解能够显著预测T2的词汇知识, 而T1的词汇知识对T2阅读理解的预测作用不显著。研究结果表明词汇知识与阅读理解的关系在小学不同年级段存在不同的模式, 这一发现支持了阅读发展阶段论, 并对阅读三角理论进行了一定的补充。 相似文献
999.
We examined the effect of distributed practice on the mathematical performance of third and seventh graders (N = 213) in school. Students first received an introduction to a mathematical topic, derived from their curriculum. Thereafter, they practiced in one of two conditions. In the massed condition, they worked on three practice sets in 1 day. In the distributed condition, they worked on one practice set per day for 3 consecutive days. Bayesian analyses of the performance in two follow‐up tests 1 and 6 weeks after the last practice set revealed a positive effect of distributed practice as compared with massed practice in Grade 7. In Grade 3, a positive effect of distributed practice was supported by the data only in the test 1 week after the last practice set. The results suggest that distributed practice is a powerful learning tool for both elementary and secondary school students in the classroom. 相似文献
1000.
Gerta Bardhoshi Bradley T. Erford Hansori Jang 《Journal of counseling and development : JCD》2019,97(2):195-208
The authors reviewed 12 studies using the Counselor Burnout Inventory, including the results from their original, large‐sample study of school counselors (N = 1,005). Aggregated internal consistency (coefficient alpha) was .90 (N = 1,708), and subscale alphas ranged from .73 to .86 (N = 2,809). Test–retest reliability was .81 (N = 18; k = 1), with subscale test–retest reliability estimates ranging from .72 to .85. Convergent comparisons were robust across 10 instruments. Structural validity indicated a 5‐factor solution and an adequate to good fit of the model to the current study's data. 相似文献