全文获取类型
| 收费全文 | 2034篇 |
| 免费 | 129篇 |
| 国内免费 | 42篇 |
专业分类
| 2205篇 |
出版年
| 2025年 | 8篇 |
| 2024年 | 31篇 |
| 2023年 | 64篇 |
| 2022年 | 60篇 |
| 2021年 | 65篇 |
| 2020年 | 90篇 |
| 2019年 | 128篇 |
| 2018年 | 127篇 |
| 2017年 | 136篇 |
| 2016年 | 111篇 |
| 2015年 | 50篇 |
| 2014年 | 105篇 |
| 2013年 | 446篇 |
| 2012年 | 41篇 |
| 2011年 | 50篇 |
| 2010年 | 58篇 |
| 2009年 | 46篇 |
| 2008年 | 44篇 |
| 2007年 | 83篇 |
| 2006年 | 61篇 |
| 2005年 | 67篇 |
| 2004年 | 53篇 |
| 2003年 | 37篇 |
| 2002年 | 52篇 |
| 2001年 | 36篇 |
| 2000年 | 24篇 |
| 1999年 | 18篇 |
| 1998年 | 20篇 |
| 1997年 | 16篇 |
| 1996年 | 12篇 |
| 1995年 | 5篇 |
| 1994年 | 5篇 |
| 1993年 | 3篇 |
| 1992年 | 2篇 |
| 1991年 | 5篇 |
| 1990年 | 7篇 |
| 1989年 | 3篇 |
| 1988年 | 4篇 |
| 1987年 | 6篇 |
| 1986年 | 2篇 |
| 1985年 | 3篇 |
| 1984年 | 8篇 |
| 1982年 | 3篇 |
| 1981年 | 3篇 |
| 1980年 | 4篇 |
| 1979年 | 1篇 |
| 1978年 | 1篇 |
| 1977年 | 1篇 |
排序方式： 共有2205条查询结果，搜索用时 0 毫秒
261.
This study examined pre-service students’ perceptions of their sources of anxiety during field experience. A sample of 85 undergraduate education students participated in the study (females = 52.9%). The students completed a survey on their perceptions of sources of anxiety during teaching practice. The results suggest students experience anxiety in four domains, namely preparation and execution of lesson plans, evaluation of lessons, classroom management, and relationship with host school staff. Evaluation of lessons ranked high as a source of anxiety for student teachers on field placement, followed by preparation, classroom control and relationship with the host school staff, respectively. Seeming inconsistencies between university and school-based supervisors in lesson plan formats compounded the pre-service teachers field placement-related anxieties Appropriately targeted student support interventions can help allay the fears and anxiety of pre-service teachers during teaching practice. 相似文献
262.
Keong Yap Amy L. Gibbs Andrew J. P. Francis Sharynn E. Schuster 《Cognitive behaviour therapy》2016,45(2):136-149
The Bivalent Fear of Evaluation (BFOE) model of social anxiety proposes that fear of negative evaluation (FNE) and fear of positive evaluation (FPE) play distinct roles in social anxiety. Research is however lacking in terms of how FPE is related to perfectionism and how these constructs interact to predict social anxiety. Participants were 382 individuals from the general community and included an oversampling of individuals with social anxiety. Measures of FPE, FNE, perfectionism, and social anxiety were administered. Results were mostly consistent with the predictions made by the BFOE model and showed that accounting for confounding variables, FPE correlated negatively with high standards but positively with maladaptive perfectionism. FNE was also positively correlated with maladaptive perfectionism, but there was no significant relationship between FNE and high standards. Also consistent with BFOE model, both FNE and FPE significantly moderated the relationship between maladaptive perfectionism and social anxiety with the relationship strengthened at high levels of FPE and FNE. These findings provide additional support for the BFOE model and implications are discussed. 相似文献
263.
The principal aim of this study was to assess the level of selective attention and mental concentration before exams in a sample of university students and to determine a possible relationship between anxiety and reduction of levels of attention in this circumstance. A total of 403 university students, 176 men and 227 women, aged from 18 to 46 years, participated in the study. Of them, 169 were first‐year undergraduates, 118 were second to fourth‐year undergraduates and 116 were postgraduate Master's degree students. All of them completed the Spanish version of the Spielberger State‐Anxiety Inventory and the D2 Attention Test just before taking an exam. Our results showed that participants with lower levels of anxiety had higher levels of selective attention and mental concentration before the exam. These results specifically indicate that when anxiety levels are very high, this could over‐activate the orientating and alerting functions and to reduce the capacity of attentional control. These processes could have a negative impact on specific attentional processes and become a negative influence on performance in exams. 相似文献
264.
Although intergroup contact is an effective way of reducing prejudice, negative expectancies about interacting with out‐group members often create a barrier to intergroup contact. The current study investigated cognitive appraisals by which negative expectancies may arise. Specifically, we examined whether increasing Anglo Australians' appraisals of their knowledge about Muslims would reduce their negative expectancies about an (ostensible) upcoming interaction with a Muslim Australian. Participants (89 Anglo Australians) completed a test that provided positive feedback either on their knowledge about Muslims or on their general knowledge (control). As predicted, Anglo Australians who received positive feedback on their knowledge about Muslims had a lower threat appraisal and expected to feel less anxious during the intergroup interaction compared with those who were in the control condition. This provides support for the precursory role out‐group knowledge may have as a resource that is appraised upon the prospect of an intergroup interaction. 相似文献
265.
Verbal irony exploits the ambiguity inherent in language by using the discrepancy between a speaker's intended meaning and the literal meaning of his or her words to achieve social goals. Irony provides a window into children's developing pragmatic competence. Yet, little research exists on individual differences that may disrupt this understanding. For example, verbal irony may challenge shy children, who tend to interpret ambiguous stimuli as being threatening and who have difficulty mentalizing in social contexts. We examined whether shyness is related to the interpretation of ironic statements. Ninety‐nine children (8–12 year olds) listened to stories wherein one character made either a literal or ironic criticism or a literal or ironic compliment. Children appraised the speaker's belief and communicative intention. Shyness was assessed using self‐report measures of social anxiety symptoms and shy negative affect. Shyness was not related to children's comprehension of the counterfactual nature of ironic statements. However, shyness was related to children's ratings of speaker meanness for ironic statements. Thus, although not related to the understanding that speakers intended to communicate their true beliefs, shyness was related to children's construal of the social meaning of irony. Such subtle differences in language interpretation may underlie some of the social difficulties facing shy children. Copyright © 2012 John Wiley & Sons, Ltd. 相似文献
266.
《Cognitive behaviour therapy》2013,42(1):83-92
Compulsive washing and contamination fears are among the most common symptoms of obsessive-compulsive disorder (OCD). Research suggests that exposure and response prevention (ERP) is effective for OCD. However, ERP is prone to dropouts and refusals, and a substantial proportion of clients therefore do not receive the care they need. A proposed solution involves the judicious use of safety behaviour to enhance the acceptability of exposure-based interventions. The current study aimed to test this proposed solution. Participants were 70 undergraduate students who completed two exposure exercises for contamination fear, one with safety behaviour and one without. Participants then rated the acceptability of the two exercises. Exposure with safety behaviour (ESB) was rated as significantly more acceptable than ERP. Furthermore, subjective fear ratings were lower and behavioural approach to a series of contaminants was greater in the ESB condition. Results demonstrated the acceptability-enhancing potential of safety behaviour in exposure, and are discussed in terms of both theoretical and practical aspects of safety behaviour, exposure, and evidence-based interventions for anxiety disorders. 相似文献
267.
《Cognitive behaviour therapy》2013,42(2):103-116
Wang, Hsu, Chiu, and Liang (2012, Journal of Anxiety Disorders, 26, 215–224) recently proposed a hierarchical model of social interaction anxiety and depression to account for both the commonalities and distinctions between these conditions. In the present paper, this model was extended to more broadly encompass the symptoms of social anxiety disorder, and replicated in a large unselected, undergraduate sample (n = 585). Structural equation modeling (SEM) and hierarchical regression analyses were employed. Negative affect and positive affect were conceptualized as general factors shared by social anxiety and depression; fear of negative evaluation (FNE) and disqualification of positive social outcomes were operationalized as specific factors, and fear of positive evaluation (FPE) was operationalized as a factor unique to social anxiety. This extended hierarchical model explicates structural relationships among these factors, in which the higher-level, general factors (i.e., high negative affect and low positive affect) represent vulnerability markers of both social anxiety and depression, and the lower-level factors (i.e., FNE, disqualification of positive social outcomes, and FPE) are the dimensions of specific cognitive features. Results from SEM and hierarchical regression analyses converged in support of the extended model. FPE is further supported as a key symptom that differentiates social anxiety from depression. 相似文献
268.
Charles Saltzman 《Psychodynamic Practice》2013,19(1):89-94
Paradoxically, the more powerful the USA has become the more that paranoia seems to mark its relation to itself and to others. In this article we argue that there is a connection between its denial of its own destructiveness, self-idealization expressed in the belief that America represents the end point of the civilizing process towards which all other societies are drawn, and the paranoid conviction that an enemy Other (communism, Islam) aims to corrupt or destroy ‘God's chosen people’. First Vietnam and now September 11th inflicted grievous injuries upon this narcissism and we suggest that the invasion of Iraq can be considered as an indication that the USA has failed to ‘work through’ this trauma, instead it has sought to reassert an imaginary omniscience. Just as the destruction of the Twin Towers was the breaking through of the Real upon the Imaginary, so the ‘Real’ war in Iraq has begun after the ‘Imaginary’ war was declared ‘over’ by Bush. 相似文献
269.
Daniel Smyth 《Psychodynamic Practice》2013,19(2):104-115
‘Sport and Thought. Football as therapy, A year in the life of an inner city project’ is a paper based on a way of working that fuses football and psychodynamic thinking. The project was set up at inner city all-boys secondary school in London and was created in response to the growing need for a therapeutic intervention which was accessible to adolescent boys who would not engage via more traditional therapeutic routes. The project works with adolescents experiencing behavioural and emotional difficulties. Sport and Thought is a way of working with adolescents that fuses the sport of football, psychodynamic thinking and theory to create a space to encourage thought and act as a catalyst to promote emotional and behavioural change. Sport and Thought believes an individual’s reactions within a sporting context are no different to a societal one, and thus the sport of football can be used to enable participants to consider their own emotional and behavioural traits, and the underlying reasoning behind them. 相似文献
270.
Models of anxiety disorders posit that information processing biases towards threat may result from an imbalance between top-down attentional control processes and bottom-up attentional processes, such that anxiety could reduce the influence of the former and increase the influence of the latter. However, researchers have recently pointed to limitations of the top-down/bottom-up terminology and outlined the additional contribution of memory processes to attention guidance. The goal of this paper is to provide bridges between recent findings from cognitive psychology and anxiety disorders research. We first provide an integrative overview of the processes influencing the content of working memory, including the availability of attentional control, and the strengths of task goals, stimulus salience, selection history and long-term memory. We then illustrate the interest of this formulation to the study of information processing biases in anxiety disorders, with a specific focus on social anxiety. 相似文献