全文获取类型
收费全文 | 1310篇 |
免费 | 469篇 |
国内免费 | 172篇 |
出版年
2024年 | 4篇 |
2023年 | 31篇 |
2022年 | 62篇 |
2021年 | 64篇 |
2020年 | 99篇 |
2019年 | 83篇 |
2018年 | 98篇 |
2017年 | 92篇 |
2016年 | 99篇 |
2015年 | 64篇 |
2014年 | 67篇 |
2013年 | 192篇 |
2012年 | 79篇 |
2011年 | 79篇 |
2010年 | 64篇 |
2009年 | 71篇 |
2008年 | 57篇 |
2007年 | 92篇 |
2006年 | 108篇 |
2005年 | 93篇 |
2004年 | 54篇 |
2003年 | 55篇 |
2002年 | 38篇 |
2001年 | 21篇 |
2000年 | 22篇 |
1999年 | 12篇 |
1998年 | 17篇 |
1997年 | 13篇 |
1996年 | 11篇 |
1995年 | 12篇 |
1994年 | 14篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1990年 | 7篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 15篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1978年 | 8篇 |
1977年 | 14篇 |
1976年 | 8篇 |
排序方式: 共有1951条查询结果,搜索用时 31 毫秒
291.
为探讨团体宽恕干预在大学生恋爱受挫群体中的应用效果,本研究以31名在恋爱中受到过伤害的女大学生为对象进行6次团体宽恕干预,并设立一般干预组和控制组进行比较。研究结果显示:(1)前测中,三个组在恋爱宽恕问卷的四个维度、抑郁量表、焦虑量表和幸福感量表上均不存在显著差异;(2)后测中,在恋爱宽恕问卷的四个维度上,宽恕干预组均优于控制组,而一般干预组和控制组没有显著差异;在抑郁、焦虑和幸福感三个量表上,宽恕干预组和一般干预组都要优于控制组,但两个干预组之间差异并不显著;(3)前后测比较显示,宽恕干预组在各个指标上均有了显著变化;一般干预组在抑郁、焦虑和幸福感量表的得分上有了显著变化,但在恋爱宽恕的各个维度上(除报复维度)变化不显著;控制组则在各个指标上都没有显著变化。研究表明,面对恋爱受挫群体,宽恕干预的针对性更强,并对大学生的心理健康教育具有一定的启示作用。 相似文献
292.
293.
聋人大学生在适应方面存在明显不足,这些适应问题既有和健听大学生群体相同的适应问题,又有一些聋人群体存在的特殊适应问题。然而,目前尚无适用于我国聋人大学生适应力测评的标准化工具。本研究以872名聋人大学生为对象,通过访谈和问卷调查,以《中国大学生适应量表(CCSAS)》为基础,基于聋人大学生群体进行了修订,建立《聋人大学生适应量表》。结果表明:(1)问卷包含4个维度,分别是学习适应、人际关系适应、择业适应、情绪适应,共由19个项目组成;(2)修订后的问卷,项目与量表总分相关系数在0.42~0.60之间,项目区分度指标良好。量表内部一致性信度为0.90;量表总分分半信度0.85,量表信、效度指标良好,《聋人大学生适应量表》达到心理测量学指标。 相似文献
294.
The purpose of the study was to investigate male college students in the southeastern United States to identify factors associated
with consumer masculinity behavior. The variables of self-esteem and media significance were tested as possible predictors
of consumer masculinity behavior. A total of 219 surveys were used as the sample for this study. Pearson correlation analysis
tested relationships among the variables, and linear regression was used to further test the nature of the relationships identified.
Results indicated that media significance and appearance-related self-esteem were significant predictors of consumer masculinity
behavior. Limitations and implications are discussed. 相似文献
295.
初中生感戴和主观幸福感的干预研究 总被引:1,自引:0,他引:1
该研究通过开设班级辅导和“列举恩惠”活动,采用不同的干预方式对初一年级学生进行感戴干预研究,考察不同感戴干预方式对主观幸福感的影响。结果显示:实验班1学生在感戴、生活满意度、积极情感方面的提高水平高于实验班2和控制班;实验班2学生在感戴、生活满意度、积极情感方面的提高水平高于控制班。因此得出结论:班级辅导和“列举恩惠”活动相结合的干预方式与仅采用“列举恩惠”活动的干预方式都可以提高学生感戴和主观幸福感,但是前者比后者的效果好。 相似文献
296.
中学生的适应特征及其影响因素 总被引:1,自引:0,他引:1
采用《青少年心理健康素质调查问卷》问卷,对1274名中学生的适应状态特征及其影响因素进行研究。结果表明,高中生和初中生的适应及其子维度存在显著差异;不同性别中学生的适应总体上不存在显著的差异。但在生理适应、人际适应和社会适应三个维度上存在显著的性别差异;个性素质、自我、人际素质、应对风格和年级组五个变量对中学生适应有重要的影响作用。 相似文献
297.
298.
Richard E. Mattson James MacKillop Bryan A. Castelda Emily J. Anderson Peter J. Donovick 《Journal of psychopathology and behavioral assessment》2008,30(3):229-234
Gambling is relatively common among university students, but few studies examine factors that contribute to gambling behavior
in this cohort. Based on evidence that cognitive distortions may play a role in gambling behavior, this study examined the
factor structure of gambling-related cognitive distortions using the Gambler’s Beliefs Questionnaire (GBQ; Steenbergh et al.,
Psychology of Addictive Behaviors, 16:143–149, 2002) in a sample of 393 college undergraduates. Confirmatory factor analysis was used to test a previously
reported two-factor model, comprising dimensions of Illusion of Control (IOC) and Luck/Perseverance (L/P). An oblique, but
not orthogonal, two-factor model was confirmed but did not provide an incrementally better fit to the data than a one-factor
model. However, multiple regression analyses showed that the L/P scale accounted for significant variance in the criterion
when controlling for IOC items. This suggests that IOC items provide redundant information and that gambling-related cognitive
distortions in this sample can be adequately assessed using solely the L/P factor.
相似文献
Richard E. MattsonEmail: |
299.
By definition, all of the stimuli in an equivalence class have to be functionally interchangeable with each other. The present experiment, however, demonstrated that this was not the case when using post-class-formation dual-option response transfer tests. With college students, two 4-node 6-member equivalence classes with nodal structures of A-->B-->C-->D-->E-->F were produced by training AB, BC, CD, DE, and EF. Then, unique responses were trained to the C and D stimuli in each class. The responses trained to C generalized to B and A, while the responses trained to D generalized to E and F. Thus, each 4-node 6-member equivalence class was bifurcated into two 3-member functional classes: A-->B-->C and D-->E-->F, with class membership precisely predicted by nodal structure. A final emergent relations test documented the intactness of the underlying 4-node 6-member equivalence classes. The coexistence of the interchangeability of stimuli in an equivalence class and the bifurcation of such a class in terms of nodal structure was explained in the following manner. The conditional discriminations that are used to establish a class also imposes a nodal structure on the stimuli in the class. Thus, the stimuli in the class acquire two sets of relational properties. If the format of a test trial allows only one response option per class, responding on those trials will be in accordance with class membership and will not express the effects of nodal distance. If the format of a test trial allows more than one response option per class, responding on those trials will be determined by the nodal structure of the class. Thus, the relational properties expressed by the stimuli in an equivalence class are determined by the discriminative function served by the format of a test trial. 相似文献
300.
Pamela Brear Jillian Dorrian Giuseppa Luscri 《Counselling and Psychotherapy Research》2008,8(2):93-101
Social science research specific to the identification and prevalence of unsuitable students within counselling, psychology, and social work training programmes is briefly reviewed in this article. This area of enquiry relates to the gatekeeping responsibilities of professional educational programmes, to ensure that their graduates are competent to provide ethical and effective practice to the public. Key issues which impede the usefulness of this gatekeeping literature to counselling educators are raised. These include: methodological inconsistencies which limit the comparison of findings and hence the drawing of sound conclusions; the lack of definitional clarity relating to the construct of gatekeeping; and the confusing array of nomenclature used to represent students’ failure to meet acceptable professional standards. It is apparent from this overview that there are common factors irrespective of nomenclature that are associated with students at risk of not becoming competent entry‐level practitioners. This suggests that a structured approach to terminology is appropriate. There is also evidence to suggest that encountering such students is a regular occurrence for faculty, with students indicating higher numbers of impaired students than educators. A working definition of gatekeeping is provided and nomenclature suggested. 相似文献