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121.
以6579名小学三、五年级学生为被试,采用聚类分析和判别分析方法,结果表明:(1)根据儿童学校适应的指标将儿童的学校适应状况分为良好型、闲适型、紧张型、高危型四种类型.(2)良好型的儿童,在学业自我评估、学业动机和心理健康水平三个水平上的得分为正向,在问题行为上的得分为负;高危型儿童的结果与适应良好型的儿童完全相反;而在闲适型的儿童中,学业动机为负、心理健康水平为正;在紧张型的儿童中,学业动机为正向、而心理健康水平是负向的.(3)建立儿童学校适应的判别函数,为儿童在教育和心理问题进行指导提供了初步诊断依据,同时也对有关学校适应的研究提供新的视角. 相似文献
122.
通过对176名大学新生3个月的纵向研究,采用探索性因素分析、信度分析和回归分析等方法对目标定向与适应的关系以及社会自我效能感在其中的中介作用进行了深入研究。结果表明,(1)学习目标定向能够有效地预测个体的学业适应、社会适应和心理适应;而成绩目标定向对三类适应都无显著性影响;(2)社会自我效能感在学习目标定向与社会适应、心理适应之间具有完全中介效应,而对学习目标定向与学业适应之间没有中介作用;(3)社会自我效能感对学业适应无显著性影响。 相似文献
123.
神经管缺陷的病因、预防与产前控制 总被引:1,自引:0,他引:1
郭永松 《医学与哲学(人文社会医学版)》2007,28(6):13-15
根据《中国人群死亡及其危险因素流行水平、趋势和发布》的报告和相关研究表明,全世界约有1亿人患有抑郁症,且数量有增无减,抑郁症将成为本世纪一种相当流行的病症。由于抑郁症是一种患病率高,严重危害人类身心健康,具有高自杀风险的精神疾病,更需要我们采取措施积极预防。目前采用的主要预防方法有:积极的心理健康教育、处理好家庭与社会的关系、社会支持、心理调适和体育锻炼等。 相似文献
124.
Margaret O’Brien Caughy Saundra M. Nettles Patricia J. O’Campo 《Journal of child and family studies》2007,16(6):819-836
We examined the impact of neighborhood characteristics both directly and indirectly as mediated by parent coaching and the
parent/child affective relationship on behavioral and school adjustment in a sample of urban dwelling first graders. We used
structural equations modeling to assess model fit and estimate direct, indirect, and total effects of neighborhood structural
and social characteristics on parenting behavior and child outcomes. Observed physical incivilities in the neighborhood were
associated with lower levels of parent eliciting behavior and higher levels of child behavior problems. The effects of neighborhood
structural characteristics were mediated partially through neighborhood community involvement with children, which had a direct
significant impact on parent eliciting behavior and an indirect effect on child behavior problems. Neighborhood community
involvement with children was associated with higher levels of parent eliciting behavior and lower levels of child behavior
problems. Observed physical incivilities had a significant indirect association with poor school adjustment and a marginally
significant association with positive school adjustment to first grade. Neighborhood community involvement with children was
more strongly associated with positive school adjustment than poor school adjustment. 相似文献
125.
Tim Mapel 《Journal of religion and health》2007,46(1):19-34
This study explores the adjustment process of five Western ex-Buddhist monks to life after the monastery, using an in depth
case study approach and thematic analysis. Participants discussed their initial experience of leaving, the process of creating
a new life and their relationship with the past. The findings indicated that while each case was unique, significant common
themes emerged as features of the adjustment process. The adjustment had been multi-dimensional, challenging, difficult, confusing,
complex and profound for the participants. They had to contend with issues of grief, delayed development, missing out on life
experiences, difficulties with intimacy, money, identity, depression, anxiety and confusion. This was combined with the hope
and promise of many newly found freedoms involved in establishing a new life and identity. Parallels are drawn to the experience
of Catholic priests and nuns who have departed their Orders, Vietnam veterans, ex-cult members and individuals who have left
total institutions where their identity and daily lives were highly prescribed. The adjustment experience of ex-Buddhist monks
extends the literature on Buddhist monks and provides an example of a life transition of interest to the helping professions
because of its potential relevance to a range of major transitions for which clients may seek assistance.
Tim Mapel is a lecturer in the Bachelor of Applied Social Sciences degree at the Eastern Institute of Technology in New Zealand.
He has a Master’s degree in counseling and works with individuals, couples and groups. He has a passion for the practice of
mindfulness and for facilitating a sense of aliveness in people’s lives. He is an advanced Psychodrama trainee and spent 12 years
living as an ordained Buddhist monk. Originally from Boston, USA he has lived in the UK, Switzerland, and now considers New
Zealand home. 相似文献
126.
Xiren Song 《Frontiers of Philosophy in China》2009,4(2):211-227
The existent ethical relationships are the result of the historical amalgamation of objective and subjective conditions. Ethical
relationships are essential relationships in the real and rational order, which are maintained by a system of regulations
on morals, laws and customs, and infused with a spirit of subjectivity. Rationality and legitimacy are the primary concerns
of those relationships. A distinction between morals and ethos needs to be made when studying ethical order. Sound ethical
order lies in effective regulation of morals and effective control of law. In the process of social reform, ethical order
promotes social development through the dialectical movement of freedom and necessity. A harmonious society is a society which
is based on legitimate and just ethical order.
Translated by Cui Hui from Lunlixue yanjiu 伦理学研究 (Studies in Ethics), 2007, (5): 1–8 相似文献
127.
128.
本研究采用陌生实验室的录像观察考察了中国2~7岁儿童行为抑制性的发展,并且采用教师评价量表报告了儿童7岁时的学校适应,采用父母填写儿童行为调查表CBCL来测查儿童7岁时的问题行为,从而考察了儿童2~7岁的行为抑制性对其7岁时的问题行为和学校适应的预测作用。儿童2岁时,共有208名儿童参加了这项追踪研究,4岁时,由于被试拒绝参加、搬家或失约,共有176名儿童参加了实验室的录像观察。7岁时,共有124名儿童参加了实验室实验和学校教师的评价,并且父母对7岁儿童的问题行为进行了报告。同时参加2、4、7岁研究的儿童为66人,其中男孩为28人,女孩38人。协方差结构模型分析表明:儿童2岁时的抑制性水平越高,7岁时的学习问题越少;儿童4岁时的抑制性水平越高,7岁时的攻击行为越少,挫折耐受力、任务定向能力越强,但同时抑郁问题也越多。而7岁时的抑制性可以边缘显著地预测儿童7岁时母亲所报告的退缩问题,即7岁时抑制性水平越高,母亲所报告的退缩问题越多。而且,本研究还发现女孩7岁的抑制性水平越高,任务定向能力和果断的社交技能越差。男孩2岁的抑制水平越高,任务定向能力越强;男孩7岁时抑制水平越高,攻击行为越多。 相似文献
129.
童年中期身体侵害、关系侵害与儿童的情绪适应 总被引:6,自引:3,他引:3
采用整群抽样法选取2603名小学儿童(平均年龄9.05 ± 0.53岁)作为被试,考察童年中期同伴侵害现象的基本特点,以及同伴侵害与情绪适应(孤独感、社交焦虑和抑郁)的关系。结果发现:(1)在性别差异方面,男生的身体侵害与关系侵害水平均显著高于女生,与身体侵害相比,关系侵害的性别差异程度较小。在同伴侵害的类型特点方面,儿童遭受身体侵害的水平显著高于关系侵害。(2)身体侵害、关系侵害与儿童的各情绪适应指标显著正相关,身体侵害和关系侵害能同时预测儿童的情绪适应不良;并且与身体侵害相比,关系侵害对情绪适应的影响更大。(3)身体侵害与社交焦虑的关系表现出性别差异,即身体侵害能预测女生的社交焦虑,而对男生的社交焦虑不存在预测作用;但同伴侵害与孤独感、抑郁的关系不受性别的调节。总体而言,有同伴侵害经历的男生和女生具有相似的情绪适应问题。 相似文献
130.
The present study assessed the relations between basic motor abilities in kindergarten and scholastic, social, and emotional adaptation in the transition to formal schooling. Seventy‐one five‐year‐old kindergarten children were administered a battery of standard assessments of basic motor functions. A year later, children's adjustment to school was assessed via a series of questionnaires completed by the children and their class teachers. The results indicate that in addition to the already documented association between visual–motor integration and academic achievement, other motor functions show significant predictive value to both scholastic adaptation and social and emotional adjustment to school. The results further suggest a better prediction of scholastic adaptation and level of disruptive behaviour in school when using an aggregate measure of children's ability in various motor domains than when using assessments of singular motor functions. It is concluded that good motor ability may serve as a buffer to the normative challenges presented to children in the transition to school. In contrast, poor motor ability emerges as a vulnerability factor in the transition to formal schooling. Copyright © 2007 John Wiley & Sons, Ltd. 相似文献