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601.
The purpose of this study was to test a model of the relations between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and mathematics achievement. Using teacher judgments of academic enablers and achievement, we examined the fit of this model for primary (Grades K-2) and intermediate (Grades 3-6) samples of elementary students. The results of structural equation modeling analyses indicated that prior achievement and interpersonal skills predict motivation, which then predicts study skills and engagement. These latter skills, in turn, are positively associated with academic achievement. Differences in magnitude of specific model pathways, however, were noted between the primary and intermediate samples. Implications of the findings and directions for future research regarding models of academic enablers are discussed. 相似文献
602.
Participation in Voluntary Associations: Relations with Resources, Personality, and Political Values 总被引:4,自引:0,他引:4
René Bekkers 《Political psychology》2005,26(3):439-454
Participation in voluntary associations is explained by different theories in sociology, psychology, and political science. Sociologists have emphasized the effects of resources such as human and social capital. Psychologists have demonstrated the role of empathy and extraversion as aspects of personality. Political scientists have considered political values and attitudes. This paper investigates the predictive value of personality characteristics, political values, and social conditions for civic engagement. Data from the Family Survey of the Dutch Population 2000 (n = 1,587) show that active citizens have more human and social capital available to them, they are more interested in politics, have more post materialistic value orientations, prefer leftist or Christian political parties, are less conscientious persons, and show more empathic concern with other people. Relations of personality characteristics with civic engagement were partly intermediated by church attendance and the level of education and varied in complex ways with hourly wages. My results show how social, political, and psychological characteristics are jointly related to civic engagement. 相似文献
603.
Gonzales NA Germán M Kim SY George P Fabrett FC Millsap R Dumka LE 《American journal of community psychology》2008,41(1-2):151-164
This study of 598 7th grade students of Mexican origin examined the role of traditional cultural values as a mediator of the
effects of immigrant status, Mexican cultural orientation and Anglo cultural orientation on adolescent externalizing behavior
and academic engagement. Immigrant status of adolescents and their maternal caregivers uniquely predicted increased Mexican
cultural orientation and decreased Anglo cultural orientation, and both Mexican and Anglo cultural orientation related positively
to adolescents’ endorsement of traditional cultural values. Endorsement of traditional cultural values related, in turn, to
decreased externalizing behaviors and increased academic engagement and these findings were replicated across adolescent and
teacher report of these two outcomes. Tests of mediation provided further evidence to support these pathways. Findings support
the central importance of traditional cultural values as a protective resource that explains why immigrant youth exhibit fewer
externalizing problems and increased academic engagement when compared to their second and third generation peers. 相似文献
604.
Jaechul Lee 《Asian Journal of Social Psychology》2008,11(2):105-115
Analyzing the World Values Surveys, the present study reveals how Korean people trust their fellow citizens and participate in associations in the process of democratization. It has been argued that trust and participation in voluntary associations go hand in hand. Although results revealed a remarkable growth of participation in voluntary associations since democratization, the level of trust has not increased. Instead, it declined sharply during the same period. A further analysis found no obvious connection between levels of civic activism and interpersonal trust, as suggested in the theoretical literature. Contrary to what has been argued in the literature, face-to-face interactions within voluntary associations have not occasioned these civic activists in Korea to greater trust in one another. 相似文献
605.
Seibert DC 《Journal of genetic counseling》2008,17(2):152-160
Genetic Counselors (GCs) spend years learning about genetics and practicing counseling techniques in classroom environments.
From the learner perspective, teaching may seem straightforward: provide appropriate information, develop tests or assignments
and submit grades. When asked to teach for the first time, however, clinicians suddenly realize that there is a lot more to
education than standing in front of a class and talking. This article introduces clinical educators to strategies and learning
principles that help make the teaching/learning process more interesting and successful for faculty and students alike. The
instructional concepts presented here are useful across the entire spectrum of learning situations; a 1 hour discussion with
a lay audience, a 3 hour workshop at a professional meeting, a 15 week graduate course, or a series of courses culminating
in an advanced degree. The article offers suggestions for writing course competencies, selecting instructional approaches,
embedding learning engagement options, leveling course content and choosing evaluation strategies. 相似文献
606.
Expressions of Generativity and Civic Engagement in a ‘Learning in Retirement’ Group 总被引:1,自引:0,他引:1
This study describes the dynamics of generative expressivity in a group of 20 well-educated members of a local “learning in
retirement’ community. Using qualitative methods to analyze interview data, a wide variety of generative activities were identified,
conditions defining and giving rise to them described, and meanings explored. The predictable influence of the motive of generativity
would suggest that “valued life activities” will include those that yield some benefit for future generations as well as oneself.
While there was considerable evidence in this group of generative activity patterns consistent with civic engagement, questions
were raised about the continuing investment in such activities where personal benefits and a clear sense of agency were not
in evidence. Some gender differences were also identified, but they were not as great as might be found in other samples.
相似文献
Galit NimrodEmail: |
607.
Deborah Bobek Jonathan Zaff Yibing Li Richard M. Lerner 《Journal of applied developmental psychology》2009,30(5):615
Using data from 8th grade participants in the 4-H Study of Positive Youth Development, factor analytic procedures were used to explore a model of active, engaged citizenship, termed Civic Identity/Civic Engagement (CICE). We identified a higher order factor model in which CICE is a second-order latent variable that is comprised of several dimensions including civic duty, civic skills, and civic participation, adult social connection, peer social connection, and neighborhood social connection. Covariation was assessed between CICE scores and participation in youth development organizations, such as 4-H. Participation in 4-H was related to higher scores on five of the six factors as well as the overall CICE score. Both limitations of this study and the need for longitudinal assessments of CICE are noted and the implications of the presence of an integrated construct of civic engagement for the conduct of youth programs is discussed. 相似文献
608.
By utilizing a 2-year longitudinal design, the present study investigated the experience of work engagement and its antecedents among Finnish health care personnel (n = 409). The data were collected by questionnaires in 2003 (Time 1) and in 2005 (Time 2). The study showed that work engagement—especially vigor and dedication—was relatively frequently experienced among the participants, and its average level did not change across the follow-up period. In addition, the experience of work engagement turned out to be reasonably stable during the 2-year period. Job resources predicted work engagement better than job demands. Job control and organization-based self-esteem proved to be the best lagged predictors of the three dimensions of work engagement. However, only the positive effect of job control on dedication remained statistically significant after controlling for the baseline level of work engagement (Time 1). 相似文献
609.
The present diary study investigates the moderating effect of passion on the relation between activity engagement and daily
positive affect. In line with past research (Vallerand et al. 2003, Journal of Personality and Social Psychology, 85, 756) it is suggested that people with an obsessive passion have more difficulties putting their passion aside to invest
themselves in other activities, to a point where they fail to experience positive affect during these activities. A sample
of 154 college students reported their daily activity engagement and positive affect over a 2-week period. HLM analyses show
that the more people have an obsessive passion the more they experience accentuated decreases in positive affect during days
when they do not engage in their passion compared to days when they do. In contrast, harmonious passion predicts daily positive
affect on days when people engage in their activity. These results are discussed in light of previous research on passion
and positive affect.
相似文献
Geneviève A. MageauEmail: |
610.
In this study, using a single-case multiple-treatment reversal (A-B-A-B-C) research design, we replicated and extended previous
strategic self-monitoring research by teaching five students, with and without disabilities, to use ACT-REACT to increase
their academic engagement, productivity, and accuracy across new and previously learned math material. Then, we gradually
faded the students’ use of the strategic self-monitoring recording sheet until they were no longer using it. When the ACT-REACT
self-monitoring recording sheet was in place the students’ engagement and academic productivity increased; however, when it
was faded, the results varied. During fading, the students’ performance generally exceeded baseline conditions and compared
adequately to intervention effects. Overall, the results of this study support the advantages of strategic self-monitoring
and also point to the mixed benefits of fading these procedures in inclusive environments. 相似文献