全文获取类型
收费全文 | 680篇 |
免费 | 65篇 |
国内免费 | 22篇 |
专业分类
767篇 |
出版年
2023年 | 28篇 |
2022年 | 15篇 |
2021年 | 16篇 |
2020年 | 33篇 |
2019年 | 53篇 |
2018年 | 33篇 |
2017年 | 48篇 |
2016年 | 44篇 |
2015年 | 26篇 |
2014年 | 25篇 |
2013年 | 132篇 |
2012年 | 21篇 |
2011年 | 22篇 |
2010年 | 19篇 |
2009年 | 25篇 |
2008年 | 33篇 |
2007年 | 32篇 |
2006年 | 33篇 |
2005年 | 27篇 |
2004年 | 23篇 |
2003年 | 16篇 |
2002年 | 16篇 |
2001年 | 6篇 |
2000年 | 9篇 |
1999年 | 5篇 |
1998年 | 8篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 6篇 |
1991年 | 2篇 |
1989年 | 2篇 |
1987年 | 1篇 |
排序方式: 共有767条查询结果,搜索用时 0 毫秒
701.
702.
703.
704.
Yuji Kuroda 《The Journal of psychology》2017,151(8):739-751
Previous studies have found that perceived parenting is associated with dysfunctional attitudes that predict depression. However, few studies have empirically investigated processes by which perceived parenting is associated with dysfunctional attitudes. To fill this gap, this study tested the hypothesis that perceived low parental care would be associated with negative core beliefs, which, in turn, would be associated with dysfunctional attitudes. To strictly test the hypothesis, this study controlled for current depressive symptoms that could affect the relationships between study variables. The participants were 305 college students (141 females). The results differed by sex: for female students, the hypothesis was supported; for male students, negative core beliefs were associated with dysfunctional attitudes; however, perceived low care was not associated with negative core beliefs. The findings suggest that targeting low parental care and negative core beliefs for females and negative core beliefs for males may help prevent their dysfunctional attitudes and the resultant depression. 相似文献
705.
Exposure to negative math-gender stereotypes undermines the intentions of female college students to engage in careers in the math field, yet the mechanisms by which such stereotypes relate to girls’ career intentions remain unclear. We simultaneously tested multiple mediators in a sample of 186 female students from one high school in central China. Participants completed five questionnaires that measured mathematics-related gender stereotypes, competence beliefs, task value, sexual attraction beliefs and career intentions. The path analysis results indicated that math-gender stereotypes were negatively related to adolescent girls’ career intentions in math fields through negative relationships with students’ mathematics-related competence beliefs, task value and sexual attraction beliefs. These results are discussed in terms of their implications for theory and educational practice. 相似文献
706.
This study explores the importance of romantic relationship partners' beliefs about argument. Findings support a model in which a view of argument as threatening to relationships mediates the positive association between both anxious and avoidant attachment and the use of self‐focused conflict tactics such as dominating and denying. A belief that argument is devoid of benefit mediates a negative association between avoidant attachment and the use of other‐oriented tactics such as integrating/compromising and obliging. 相似文献
707.
BIOLOGY TEACHERS’ CONCEPTIONS ABOUT THE ORIGIN OF LIFE IN BRAZIL,ARGENTINA, AND URUGUAY: A COMPARATIVE STUDY 下载免费PDF全文
Heslley Machado Silva Pierre Clément Isabela Maria Silva Leão Tiago Valentim Garros Graça Simões Carvalho 《Zygon》2017,52(4):943-961
Teachers’ conceptions about the origin of life in three Latin American countries with contrasting levels of secularism were analyzed: Argentina (Catholic constitution), Brazil (formally secular but not in practice), and Uruguay (consolidated secularism). A European survey questionnaire was used and the interpretation of the results drew on Barbour's four categories concerning the relationships of science and religion. A large majority of Argentinian and Uruguayan teachers were clearly evolutionist, even when believing in God (Independence or Dialogue category), with no difference between Argentina and Uruguay. The majority of Brazilian teachers assumed a religious position about the origin of life, being creationist (Conflict or Independence categories) or evolutionary creationist (Dialogue or Integration categories). Differences of Brazilian teachers’ conceptions may result from the higher percentage of evangelicals and lower proportion of agnostics/atheists. Brazilian Catholic teachers were more creationist than their Catholic colleagues in Argentina and Uruguay. Distinct patterns were found, but further research is needed to understand possible classroom impacts. 相似文献
708.
Tammy S. Garland Christina Policastro Tara N. Richards Karen S. Miller 《Journal of aggression, maltreatment & trauma》2017,26(1):69-87
Numerous studies have examined adolescent attitudes toward bullying, but limited research has explored college students’ attitudes toward victims of bullying. Using data collected from three southern universities (n = 1,135), the current research investigates demographic, experiential, and behavioral factors that are likely to influence whether university students attribute blame to bullying victims. Findings indicate that most university students report prosocial attitudes toward bullying. Victim blaming and minimizing attitudes were most common among males, heterosexuals, and those with a history of prior bullying perpetration during junior high or high school. Individuals reporting a higher frequency of drug use were significantly more likely to support victim blaming attitudes, and those who engaged in more frequent alcohol use were significantly more likely to minimize bullying. 相似文献
709.
Charles Magoba Muwonge Ulrich Schiefele Joseph Ssenyonga Henry Kibedi 《Journal of Psychology in Africa》2017,27(6):515-521
In the present study, we examined the relationships between motivational beliefs (self-efficacy, task value, and control of learning beliefs) and use of metacognitive learning strategies among teacher education students in Uganda. The sample comprised of 649 students selected from seven universities. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, and analysed using Structural Equation Modelling. Task value and self-efficacy independently and significantly predicted students’ reported use of metacognition. Students’ self-reported self-efficacy and task value explained 38% of the variance in their use of metacognition. The evidence suggests interventions aimed at improving teacher education students’ metacognitive skills to focus on enhancing their efficacy and value beliefs. 相似文献
710.
Margaret Vaughn Seth A. Parsons Christopher Keyes Kelly Puzio Melony Allen 《Reflective Practice》2017,18(4):526-539
Researchers have found that teachers’ visions of what they hope to instill in their students beyond curricular objectives are integral to their instruction and to larger decisions such as their career paths. The purpose of this research was to examine 10 in-service teachers, who taught in different geographic locations across the United States, their visions, and the ways in which these visions influenced their reflective curricular decisions and instructional actions. The researchers describe salient dimensions of visions, the actions teachers reported to enact visions, and the distance and tensions in enacting visions. Researchers used grounded theory and constant comparative analysis to analyze interviews, questionnaires, and artifacts. Findings explore the relationship between teachers’ visions and reflective practice as well as the alignment of instructional practices teachers report in supporting their respective visions. Implications for future research, theory, and practice are discussed. 相似文献