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801.
Catherine Gunzenhauser Antje von Suchodoletz Megan M. McClelland 《European Journal of Developmental Psychology》2017,14(4):489-497
The frequency of using cognitive reappraisal and expressive suppression strategies to regulate emotions has been associated with social-emotional adjustment. The aim of the present study was to evaluate the Parent-Rating Emotion Regulation Questionnaire (P-ERQ), a parent-rating version of the Emotion Regulation Questionnaire (ERQ) in children aged five to six years. Children from Germany (N = 112) and the U.S. (N = 59) participated. Confirmatory factor analyses of P-ERQ data from Germany indicated a two-factor structure that closely reflected the factor structure of the adult ERQ with adequate scale reliabilities. Correlations with a measure of coping strategies supported the convergent validity of the P-ERQ. Cross-country measurement invariance analyses between samples from Germany and the U.S. suggested partial scalar invariance for the cognitive reappraisal subscale and metric invariance for the expressive suppression subscale. Findings provide preliminary evidence that the P-ERQ can be recommended for use in developmental research. 相似文献
802.
采用准实验设计教学干预,将75名心理学专业本科生分为实验组(n=54)和对照组(n=21),实验组进行为期10周的结构化服务学习活动(每周2小时),对照组给予匹配任务(文献阅读和翻译总结)。采用反思日志中的开放性问题和非服务学习领域的结构不良情景问题为测验材料,利用自编的问题解决中的批判性思维表现编码表,对服务学习活动前后和过程中相关材料进行编码,探讨服务学习中服务组学生批判性思维的变化及其在非服务学习领域结构不良问题解决中的迁移效果。结果表明服务学习对大学生的批判性思维表现具有显著促进作用,主要体现在方案改进维度上,这种促进作用可以迁移到非服务学习领域问题解决的批判性思维表现中。 相似文献
803.
主观群体动力学模型(subjective group dynamics, SGD)探讨群际背景中个体的群体评价与群体成员评价的关系, 针对群际偏见、分化评估和分化接纳意识(awareness of differential inclusion, ADI)三个核心变量间的关系及其影响因素, 提出并验证了一系列理论假设。SGD的理论基础包括社会认同理论、复杂性–极端性假设和态度极化模型、“白乌鸦效应”和个体对人知觉的发展。SGD模型的研究结果深化了群内偏好研究, 支持了社会领域理论, 并从群体机制角度为同伴拒斥研究提供了新思路, 解释了群体同质性效应并修正了认知发展理论。该领域的发展需要从跨文化检验模型、完善模型结构、研究它与其他变量的关系等方面进行进一步探索。 相似文献
804.
Ireen de Graaf Simone Onrust Merel Haverman Jan Janssens 《Infant and child development》2009,18(6):481-501
The present study evaluated two primary care parenting interventions. First, we evaluated the most widely used Dutch practices for primary care parenting support. Second, we assessed the applicability of the Primary Care Triple P approach, which is now being utilized in a wide variety of primary care settings. Both interventions target parents of children with mild to moderate behavioural and/or emotional problems, with the aim of improving parenting skills and thereby decreasing child problems. We examined the interventions in pre‐, post‐ and follow‐up assessment, and compared the results. Both interventions produced significant reductions in reported child emotional and behaviour problems, that also remained after 3 months. For both groups, parenting styles were also found to have improved at both post‐test and follow‐up measurement. When compared with the regular Dutch parenting consultation practices, however, the Primary Care Triple P approach produced greater reductions in parental laxness and total parenting dysfunction, and greater improvement in total parenting competence at both post‐test and follow‐up. Primary Care Triple P may even—in light of the greater improvements in parenting skills and total parental competences in the Triple P group than in the regular Dutch parenting consultation group—produce better results in the long run concerning child behaviour and emotional problems. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
805.
The aim of this study was to evaluate the relationship between three perceived parental attitudes and shyness, testing self-esteem
and fear of negative evaluation as mediators. The study used a total of 492 undergraduate students in Turkey. Data was collected
through measures of shyness, fear of negative evaluation, self-esteem, and perceived parental attitudes. The proposed model
was estimated using path analysis. Goodness of fit statistics showed that the model fit the data well. Results indicated that
parental acceptance/involvement predicted self-esteem; perceived parental strictness/supervision predicted fear of negative
evaluation; and perceived parental psychological autonomy predicted self-esteem. Self-esteem partially mediated the relationship
between parental acceptance/involvement and shyness, whereas it fully mediated the relationship between parental psychological
autonomy and shyness. Fear of negative evaluation fully mediated the relationship between parental strictness/supervision
and shyness. In addition, the relationship between self-esteem and shyness was partially mediated by fear of negative evaluation.
The findings provided evidence for the propositions that parental attitudes are important in the development of self-image
and fears of rejection which result in the experience of shyness. 相似文献
806.
Brian D. Blume Timothy T. Baldwin Robert S. Rubin 《Journal of business and psychology》2009,24(1):77-91
Purpose We isolate and describe four key elements that distinguish different forms of forced distribution systems (FDS). These key
elements are the consequences for low performers, differentiation of rewards for top performers, frequency of feedback, and
comparison group size. We examine how these elements influence respondents’ attraction to FDS.
Design/methodology/approach Undergraduate students (n = 163) completed a policy capturing study designed to determine how these four FDS elements influence their attraction to
FDS. We examine the relative importance of these elements that most influence attraction to different FDS, as well as individual
attributes (i.e., cognitive ability, gender, and major) that may affect those preferences.
Findings Respondents were most attracted to systems with less stringent treatment of low performers, high differentiation of rewards,
frequent feedback and large comparison groups. Consequences for low performers were nearly twice as influential as any other
element. Respondents with higher cognitive ability favored high reward differentiation and males were less affected by stringent
consequences for low performers.
Implications Before practitioners implement FDS, it would be prudent to consider all four elements examined in this study—with the treatment
of low performers being the most salient issue. Future accounts of FDS should clarify the nature of these elements when reporting
on FDS. Such precision will be useful in generating a knowledge base on FDS.
Originality/value We add precision to the discussion of FDS by identifying four key elements. This is one of the first studies to examine
perceptions of FDS from a ratee perspective.
相似文献
Robert S. RubinEmail: |
807.
People experience autonomy when they perceive their behaviour to be volitional rather than driven by external controls. Previous
research has studied autonomy in relationships at a general level, focusing on people’s motivations to maintain their romantic
relationships, as measured by the Couple Motivation Questionnaire (CMQ; Blais et al., J Personal Soc Psychol 59:1021–1031,
1990). To supplement the CMQ, we developed the Motivations for Relational Activities (MRA) scale, which assesses the extent to
which people feel autonomous and controlled in a variety of specific relational activities. The purpose of this study is to
examine the unique contributions of general motivations to maintain a relationship (CMQ) and motivations toward specific relational
activities (MRA) in the prediction of relationship well-being. Results showed that the MRA and CMQ both independently and
significantly contributed to the prediction of relationship well-being (i.e., commitment, intimacy, satisfaction, and vitality
within the relationship) and were differentiated by their associations to dimensions of personality and attachment.
相似文献
Graham S. GaineEmail: |
808.
This article uses the Comprehensive Mixed-Methods Participatory Evaluation (CMMPE; Nastasi and Hitchcock Transforming school mental health services: Population-based approaches to promoting the competency and wellness of children, Thousand Oaks, CA: Corwin Press with National Association of School Psychologists 2008; Nastasi et al. School-based mental health services: creating comprehensive and culturally specific programs. Washington, DC: American Psychological Association 2004) model as a framework for addressing the multiplicity of evaluation decisions and complex nature of questions related to program success in multilevel interventions. CMMPE defines program success in terms of acceptability, integrity, social or cultural validity, outcomes (impact), sustainability and institutionalization, thus broadening the traditional notions of program outcomes. The authors use CMMPE and an example of a community-based multilevel sexual risk prevention program with multiple outcomes to discuss challenges of evaluating multilevel interventions. The sexual risk program exemplifies what Schensul and Tricket (this issue) characterize as multilevel intervention–multilevel evaluation (M–M), with both intervention and evaluation at community, health practitioner, and patient levels. The illustration provides the context for considering several challenges related to M–M designs: feasibility of randomized controlled trials within community-based multilevel intervention; acceptability and social or cultural validity of evaluation procedures; implementer, recipient, and contextual variations in program success; interactions among levels of the intervention; unanticipated changes or conditions; multiple indicators of program success; engaging multiple stakeholders in a participatory process; and evaluating sustainability and institutionalization. The complexity of multilevel intervention and evaluation designs challenges traditional notions of evaluation research and experimental designs. Overcoming these challenges is critical to effective translation of research to practice in psychology and related disciplines. 相似文献
809.
Max Kölbel 《Synthese》2009,166(2):375-395
The aim of this paper is to examine the kind of evidence that might be adduced in support of relativist semantics of a kind
that have recently been proposed for predicates of personal taste, for epistemic modals, for knowledge attributions and for
other cases. I shall concentrate on the case of taste predicates, but what I have to say is easily transposed to the other
cases just mentioned. I shall begin by considering in general the question of what kind of evidence can be offered in favour
of some semantic theory or framework of semantic theorizing. In other words, I shall begin with the difficult question of
the empirical significance of semantic theorizing. In Sect. 2, I outline a relativist semantic theory, and in Sect. 3, I review
four types of evidence that might be offered in favour of a relativistic framework. I show that the evidence is not conclusive
because a sophisticated form of contextualism (or indexical relativism) can stand up to the evidence. However, the evidence
can be taken to support the view that either relativism or the sophisticated form of contextualism is correct. 相似文献
810.