全文获取类型
收费全文 | 293篇 |
免费 | 67篇 |
国内免费 | 29篇 |
出版年
2024年 | 2篇 |
2023年 | 3篇 |
2022年 | 6篇 |
2021年 | 3篇 |
2020年 | 17篇 |
2019年 | 23篇 |
2018年 | 24篇 |
2017年 | 19篇 |
2016年 | 22篇 |
2015年 | 18篇 |
2014年 | 15篇 |
2013年 | 62篇 |
2012年 | 14篇 |
2011年 | 18篇 |
2010年 | 12篇 |
2009年 | 11篇 |
2008年 | 9篇 |
2007年 | 19篇 |
2006年 | 18篇 |
2005年 | 14篇 |
2004年 | 16篇 |
2003年 | 8篇 |
2002年 | 19篇 |
2001年 | 1篇 |
2000年 | 4篇 |
1999年 | 1篇 |
1998年 | 3篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1987年 | 1篇 |
排序方式: 共有389条查询结果,搜索用时 125 毫秒
131.
Flessner CA Woods DW Franklin ME Keuthen NJ Piacentini J;Trichotillomania Learning Center-Scientific Advisory Board TLC-SAB 《Behaviour research and therapy》2008,46(9):1055-1061
To date, no studies have examined possible phenomenological differences between the automatic and focused styles of pulling in youths with TTM. The aims of the current study were to examine differences in TTM severity, phenomenology, comorbid psychiatric symptoms, and functional impact across youths with varying degrees of these pulling styles. Youths between the ages of 10 and 17 years (and their parent) were recruited via an Internet-based survey. A total of 186 youths with chronic hair pulling was classified as “high-focused” or “low-focused” and either “high-automatic” or “low-automatic” based upon scores obtained on the Milwaukee Inventory for Styles of Trichotillomania-Child Version (MIST-C) using a median-split procedure. Results demonstrated significant differences between pulling styles. More specifically, “high-focused” pullers reported more severe TTM and greater symptoms of anxiety and depression than “low-focused” pullers, and “high-automatic” pullers reported greater symptoms of depression than “low-automatic” pullers. Subsequent analyses suggest that, in comparison to youths with low levels of both automatic and focused pulling, those experiencing high levels of focused pulling but low levels of automatic pulling reported phenomenological differences and were more likely to engage in additional repetitive behaviors (i.e., skin picking, lip/cheek biting). Clinical and research implications, study limitations, and future areas of research are discussed. 相似文献
132.
以社会认知理论为基础,使用父母教养方式、自我描述问卷和学业倦怠问卷对1201名中学生进行施测,探讨了中学生父母教养方式、自我概念和学业倦怠之间的关系。研究发现:(1)积极的父母教养方式与学业倦怠及其三维度呈显著负相关,与学业、非学业自我概念呈显著正相关;消极的父母教养方式与学业倦怠呈现显著正相关,与学业、非学业自我概念显著负相关;学业、非学业自我概念与学业倦怠及其三维度都具有显著负相关;(2)学业自我概念与非学业自我概念在积极、消极父母教养方式与学业倦怠关系间起部分中介作用。 相似文献
133.
以高中二年级学生为被试,探讨文理分科、不同认知方式的学生对不同体裁文章及对文章不同信息加工层次的学习效果的影响。结果表明,(1)文理分科、学生认知方式对学生阅读成绩的影响不显著;(2)从总体上看,学生对不同体裁的文章学习效果不同,对说明文的学习明显优于对散文的学习;在文章不同信息的加工层次上,学生对细节的记忆优于对结构的把握;(3)对于不同体裁的文章,学生在信息加工层次上存在差异,对散文的细节记忆好于对结构的把握,对说明文的结构把握好于对细节的记忆。 相似文献
134.
Males and females want different products and they are likely to have different ways of thinking about obtaining these. This study furthers an understanding of how gender affects consumers' approaches to decision making. The research used Sproles and Kendall's (1986) consumer styles inventory (CSI) on a sample of 358 German males and females. Although all seven German decision‐making characteristics found in a previous German study could be confirmed for females, only four could be confirmed for males, raising the question of whether the CSI is equally valid for both genders. Tentative support was found for five new male factors, namely satisfying, enjoyment‐variety seeking, fashion‐sale seeking, time restricted and economy seeking. The results imply that the CSI has construct validity for females, but appears to be less valid for males. Copyright © 2004 Henry Stewart Publications. 相似文献
135.
应对方式、社会支持和心理压力对中学生心理健康的影响研究 总被引:61,自引:0,他引:61
该研究采用中学生应激源量表、中学生应对方式量表、领悟社会支持量表和症状自评量表(SCL-90)对852名初一至高三的学生进行了调查。通过单因变量多维交互效应的方差分析,结果表明:消极应对方式对中学生的心理健康影响较大;积极应对方式与心理健康的相关不显著;社会支持对心理健康的影响同时具有主效应和缓冲效应;心理压力与心理健康之间存在着显著相关;应对方式和社会支持在心理压力与心理健康的关系中彼此独立起作用,两者之间的交互作用不明显。 相似文献
136.
Although the idea that youthful offenders are affected by the company they keep is widely accepted, evidence in support of this idea is based primarily on reports provided by offenders and their peers. As an alternative to relying on reports of criminal behavior, a method that may overestimate the role that peers play in criminal behavior, the current research on co‐offending uses court records to identify and track over time individuals who are known to commit crimes together. The present investigation is the first co‐offending study to track patterns of violent criminal behavior (over an 18‐year period) among a sample of urban offenders and their accomplices. The study tests whether violence “spreads” from violent offenders to those inexperienced in violence. Results indicate that nonviolent offenders who commit their first co‐offense with violent accomplices are at increased risk for subsequent serious violent crime. Findings suggest that lessons of violence can be learned “on the street,” where knowledge is passed along through impromptu social contexts, including those in which offenders commit crimes together. Aggr. Behav. 28:97–108, 2002. © 2002 Wiley‐Liss, Inc. 相似文献
137.
Yael Latzer Zipora Hochdorf Eitan Bachar Laura Canetti 《Contemporary Family Therapy》2002,24(4):581-599
This study sought to examine the extent to which family environment and attachment styles are concurrently related to eating disorders. The Adult Attachment Scale and the Family Environment Scale were administered to 25 anorexic and 33 bulimic female patients at intake in an eating disorder clinic, and 37 age-matched female controls. Eating disorder patients were found to be less secure, more avoidant, and more anxious than controls. The families of eating disorder patients were found to be less cohesive, expressive, and encouraging of personal growth than were controls. Low encouragement of personal growth and uncertain attachment styles may be manifestations of family difficulties in supporting the child during the process of separation individuation, and exploration of the outside world. 相似文献
138.
139.
Ana I. F. Pereira Cristina Canavarro Margarida F. Cardoso Denisa Mendonça 《Journal of child and family studies》2009,18(4):454-464
The majority of studies investigating the effects of parental behaviour on the child’s adjustment have a dimensional approach.
We identified the existence of various patterns in parental rearing styles and analysed the relationship between different
parenting patterns and behavioural problems in a group of school-aged children. A longitudinal, multi-informant study was
conducted. The sample consisted of 519 school-aged children from the Portuguese general population. Parental rearing styles
were measured using the EMBU-C, a questionnaire that evaluates children’s perception of parental rearing dimensions. The assessment
of child behavioural problems included the evaluation of internalizing and externalizing problems, and data from multiple
reporters (parents and teacher). One year later, after a school transition, the adjustment of a sub-sample of 220 children
was evaluated again. Cluster analysis identified four types of parental rearing styles: low support, supportive-controller,
rejecting-controller, and supportive. In both assessment periods, low support and rejecting-controller parenting patterns
showed higher levels of behavioural problems than the supportive and supportive-controller parenting patterns. These patterns
show significant differences between them regarding behavioural problems and have a higher predictive value regarding externalizing
problems (versus internalizing problems). 相似文献
140.
Elaheh Hejazi Mehrnaz Shahraray Masomeh Farsinejad Ali Asgary 《Social Psychology of Education》2009,12(1):123-135
The purpose of this study was to assess the mediating effect of self-efficacy on the relationship between identity styles
and academic achievement. Four-hundred high school students (200 male, 200 female) who were selected through cluster random
sampling, completed the Revised Identity Styles Inventory (ISI, 6G) and Morgan-Jink Student Efficacy Scales (MJSES). Path
analysis was used to analyze the data. In general, the results indicated that informational identity style had a positive
direct impact on academic achievement, while diffuse/avoidance identity style had a negative effect on academic achievement.
Data also suggested that informational and normative identity style had a positive influence on academic achievement through
the mediation of academic self-efficacy.
相似文献
Elaheh HejaziEmail: |