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991.
992.
Jan De Houwer Martin Finn Yannick Boddez Sean Hughes Jamie Cummins 《Journal of the experimental analysis of behavior》2024,121(1):123-133
Many researchers have tackled the question of how behavior is influenced by its outcomes. Some have adopted a nonmechanistic (functional) perspective that attempts to describe the influence of outcomes on behavior. Others have adopted a mechanistic (cognitive) perspective that attempts to explain the influence of outcomes on behavior. Orthogonal to this distinction, some have focused on the influence of outcomes that a behavior had in the past, whereas others also consider the influence of outcomes that a behavior might have in the future. In this article, we relate these different perspectives with the goal of reducing misunderstandings and fostering collaborations between researchers who adopt different perspectives on the common question of how behavior is influenced by its outcomes. 相似文献
993.
Robert W. Lent Maria do Céu Taveira Joana Carneiro Pinto Ana Daniela Silva Ángeles Blanco Susana Faria Arminda Manuela Gonçalves 《Journal of Vocational Behavior》2014,84(3):266-272
Lent and Brown's (2006, 2008) social cognitive model of work well-being was tested in two samples of African college students, one from Angola (N = 241) and one from Mozambique (N = 425). Participants completed domain-specific measures of academic self-efficacy, environmental support, goal progress, and satisfaction, along with measures of global positive affect and life satisfaction. Path analyses indicated that the model fit the data well overall, both in the full sample and in separate sub-samples by country and gender. Contrary to expectations, however, self-efficacy predicted academic satisfaction only indirectly, via goal progress; and goal progress predicted life satisfaction only indirectly, via academic satisfaction. The predictors accounted for substantial portions of the variance in both academic domain satisfaction and life satisfaction. Implications for research and practice involving the social cognitive model are considered. 相似文献
994.
The purpose of this study was to develop and validate a Japanese version of the Achievement Emotions Questionnaire – Elementary School (AEQ-ES), which assesses enjoyment, anxiety, and boredom experienced by elementary school students within the settings of attending class, doing homework, and taking tests. Japanese elementary school students (n = 863 for the first survey; n = 332 for the second survey) participated in the questionnaire survey. The results showed that the psychometric properties of the Japanese AEQ-ES were comparable to those of the original version. Moreover, the results showed that students' achievement emotions were associated with their control and value appraisals, as well as their academic motivation, learning strategies, academic performance, and support from teachers. These results indicated that the Japanese version of the AEQ-ES was a good measure of elementary school students' emotions and supported the propositions of the control–value theory of achievement emotions. 相似文献
995.
996.
Two studies examined the influence of dysphoria on motivational intensity in a student sample. Participants worked on a memory
task (Study 1) or a mental concentration task (Study 2) without fixed performance standard (“do your best”). Based on their
scores on the Center for Epidemiologic Studies – Depression Scale (L. S. Radloff, 1977), dysphoric and nondysphoric students
were compared with regard to their effort-related cardiovascular reactivity during task performance. As predicted on the basis
of the mood-behavior-model (G. H. E. Gendolla, 2000) and motivational intensity theory (J. W. Brehm & E. A. Self, 1989), dysphoric
participants showed stronger cardiovascular reactivity while working on the cognitive tasks than nondysphoric participants.
In Study 1, nondysphoric participants performed better on the memory task than dysphoric participants. Theoretical implications
are discussed.
相似文献
Kerstin BrinkmannEmail: |
997.
Veronica Vasterling 《Human Studies》2007,30(2):79-95
In this essay I compare Nussbaum’s and Arendt’s approach to narrativity. The point of the comparison is to find out which
approach is more adequate for practical philosophy: the approach influenced by cognitive theory (Nussbaum) or the one influenced
by hermeneutic phenomenology (Arendt). I conclude that Nussbaum’s approach is flawed by methodological solipsism, which is
due to her application of cognitive theory.
相似文献
Veronica VasterlingEmail: |
998.
This research presents an initial documentation of Israeli women’s sense of insecurity during the Second Intifada (2001–2005).
Drawing on feminist security theory and the intersectional approach to gender, we hypothesized that women’s familiar tendency
to develop high levels of stress following political violence would be related to previous sexual and domestic victimization,
to economic distress and ethnic discrimination among minority women, and to the cultural role of care workers among women
of all socio-economic backgrounds. A sample of 552 women self-completed a cluster of questionnaires addressing a broad array
of topics, and results confirmed most of the research hypotheses. The discussion highlights the multiple articulations of
gender, militarism, and security and their possible implications for policies of conflict resolution. 相似文献
999.
1000.
Andrew M. Colman Briony D. Pulford Fergus Bolger 《Organizational behavior and human decision processes》2007,104(2):193-206
In individual choices between alternatives x and y, the availability of a third alternative z, judged inferior to x but not to y, tends to increase preferences for x. Two experiments investigated corresponding strategic asymmetric dominance effects in games. In Experiment 1, 72 players chose strategies in six symmetric 3 × 3 games, each having one strategy dominating just one other, or in reduced 2 × 2 games constructed by deleting the dominated strategies. Asymmetrically dominated strategies, even when unavailable (phantom decoy), increased choices of the strategies that dominated them and bolstered decision confidence. In Experiment 2, 81 participants played 12 similar but asymmetric games with or without dominated strategies, and similar asymmetric dominance, phantom decoy, and confidence effects were found. 相似文献