全文获取类型
收费全文 | 1235篇 |
免费 | 359篇 |
国内免费 | 130篇 |
出版年
2024年 | 3篇 |
2023年 | 38篇 |
2022年 | 62篇 |
2021年 | 46篇 |
2020年 | 88篇 |
2019年 | 85篇 |
2018年 | 67篇 |
2017年 | 61篇 |
2016年 | 73篇 |
2015年 | 47篇 |
2014年 | 60篇 |
2013年 | 182篇 |
2012年 | 41篇 |
2011年 | 59篇 |
2010年 | 55篇 |
2009年 | 62篇 |
2008年 | 55篇 |
2007年 | 86篇 |
2006年 | 90篇 |
2005年 | 87篇 |
2004年 | 76篇 |
2003年 | 77篇 |
2002年 | 53篇 |
2001年 | 28篇 |
2000年 | 24篇 |
1999年 | 18篇 |
1998年 | 18篇 |
1997年 | 7篇 |
1996年 | 8篇 |
1995年 | 12篇 |
1994年 | 10篇 |
1993年 | 6篇 |
1992年 | 3篇 |
1991年 | 7篇 |
1990年 | 3篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1985年 | 9篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 4篇 |
1976年 | 2篇 |
1975年 | 1篇 |
排序方式: 共有1724条查询结果,搜索用时 15 毫秒
951.
952.
采用《中学生孤独感问卷》和《关系问卷》,对上海市194名工读学校学生和112名普通学校学生进行调查,结果发现:工读学校学生与普通学校学生在孤独感各维度都存在显著或极其显著的差异;工读学校学生孤独感不存在显著的性别差异;在对不同依恋对象(母亲、父亲和同伴)的依恋风格中,工读学校学生的孤独感更容易受同伴依恋风格的影响。 相似文献
953.
Dario Bacchini Giovanna Esposito Gaetana Affuso 《Journal of community & applied social psychology》2009,19(1):17-32
The goal of the present study is to investigate the relationship between school bullying and various aspects of the urban and scholastic environment where participants live, such as sense of community, exposure to dangerous and violent situations within the neighbourhood, perceptions of the safety of the neighbourhood and perceptions of the school environment. The research, performed in Ercolano, a town near Naples, covered the whole of Ercolano's population (n = 734) of 7th, 10th and 13th grade students. Data were analysed using a multivariate analysis of variance. Results showed that bullying role (pure bullies, pure victims, bully victims, not‐involved) is significantly associated with the way subjects perceive their exposure to dangerous and violent situations within the neighbourhood, their relationship with classmates and their relationship with teachers. Pure bullies and bully victims are especially likely to experience dangerous and violent situations in the neighbourhood where they live and have a more negative perception of their relationship with teachers; for pure victims and bully victims, a significant association is obtained with negative perceptions of relationships with classmates. These findings suggest the need for intervention strategies that extend beyond the classroom to the broader community and neighbourhood. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
954.
拒绝上学指学生不是由于家庭贫困或生病,而是由于某种心理、情绪、身体或社会的原因而不去学校的现象。欧美最早进行研究,日本进行了五十多年的研究。该文介绍日本此现象的称呼从“学校恐怖症”、“拒绝上学”到“不去上学”的演变;日本学者从家庭、学校、社会方面对此现象进行的归因;拒绝上学的行为机制,如分离焦虑、情绪障碍、家庭关系不良;还介绍了日本教育部使用的小泉英二的分类。最后提示该现象在我国发展的可能性 相似文献
955.
Marius Rubo Lynn Huestegge Matthias Gamer 《British journal of psychology (London, England : 1953)》2020,111(2):233-245
In clinical reports, individuals high on social anxiety are often described to avoid gaze at other people, whereas several experimental studies employing images of persons yielded conflicting results. Here, we show that gaze avoidance crucially depends on the possibility of social interactions. We examined gaze behaviour in individuals with varying degrees of social anxiety in real-life and in a second group of participants using a closely matched laboratory condition. In the real-life situation, individuals with a higher degree of social anxiety had a reduced bias to look at near persons compared to individuals with a lower degree of social anxiety, while gaze behaviour in the laboratory group was not modulated by social anxiety. This effect was specific to social attention since there was no corresponding effect regarding fixations on objects. The presence of anxiety effects in real-life but not in the laboratory condition, where participants do not expect to be evaluated by gazed-at conspecifics, points to critical deficits of current laboratory research paradigms in eliciting authentic social attentional mechanisms, possibly leading to spurious results. 相似文献
956.
Tara L. Wheatley Melanie Goulet Kathryn Mann Marc J. Lanovaz 《Journal of applied behavior analysis》2020,53(2):1153-1161
Using a changing-criterion design, we replicated and extended a study (Cook, Rapp, & Schulze, 2015) on differential negative reinforcement of other behavior (DNRO). More specifically, educational assistants implemented DNRO to teach a 12-year-old boy with autism spectrum disorder to comply with wearing an anti-strip suit to prevent inappropriate fecal behavior in a school setting. The duration for which the participant wore the suit systematically increased from 2 s at the start of treatment to the entire duration of the school day at the termination of the study. Moreover, these effects were generalized to a new school with novel staff and persisted for more than a year. These findings replicate prior research on DNRO and further support the use of the intervention to increase compliance with wearing protective items, or medical devices, in practical settings. 相似文献
957.
Yanhong Liu Hyunhee Kim JoLynn V. Carney Kyung Sun Chung Richard J. Hazler 《Journal of counseling and development : JCD》2020,98(4):391-401
School connectedness refers to students' beliefs that their peers and adults at school care about their learning and themselves as individuals. School connectedness has been widely documented as a significant predictor for positive student outcomes, yet little is known about factors associated with it as an outcome variable. Guided by the advocating student-within-environment framework situated with the social development model, this study explored individual and contextual factors associated with school connectedness among 1,201 students in Grades 4 to 8. Gender, ethnicity, grade level, and social skills were found to be significant individual factors, whereas school support for learning and acceptance of diversity were significant contextual factors. Together, the individual and contextual factors explained 47% of the variance in school connectedness. Our findings also revealed grade-related variability concerning associations between the factors and school connectedness. These findings provide further insights into fostering connectedness in the context of counseling in schools with consideration to students' developmental needs. 相似文献
958.
Based on a self‐regulatory approach, we propose that students searching for an internship following a high‐quality process will show greater search success. In a sample of 191 Belgian final year students looking for an internship, the quality of students’ search process was positively related to both self‐reported and objective search outcomes, beyond the mere intensity of their search. Specifically, reflection related positively to students’ satisfaction and perceived fit with their internship, as well as to organizations’ assessment of students’ internship performance. Planning related positively to the speed of finding an internship. Furthermore, the four search process quality dimensions explained incremental variance in these outcomes beyond a unidimensional measure of metacognitive activities, supporting the added value of our multidimensional approach. 相似文献
959.
采用问卷法和追踪研究设计,对北京市294名初一学生进行了连续三年的追踪测查,来考察初中生学生投入的发展特点,以及同伴欺负与学生投入发展变化的关系。运用多层线性模型进行数据分析,结果表明:(1)从初一(T1)到初三(T3),学生的行为投入呈下降趋势(主要集中在参与学校活动的投入度上),情感投入和认知投入呈上升趋势;(2)在控制性别和父母学历后,初中生受言语欺负会负向预测T1时的行为和情感投入;受关系欺负会负向预测T1时的行为、情感及认知投入;受身体欺负会负向预测行为投入的下降速度。 相似文献
960.
采用问卷测量法对某省立孤儿学校520名在校孤儿初中生进行调查,探讨师生依恋、同伴依恋与孤儿初中生心理健康的关系,以及自我污名和心理韧性在其中的并行中介作用。结果表明:(1)师生依恋、同伴依恋均可以正向预测孤儿初中生心理健康,但师生依恋预测作用更大,因而更重要;(2)自我污名和心理韧性是依恋预测孤儿初中生心理健康的并行中介变量,自我污名负向中介作用大于心理韧性正向中介作用;(3)师生依恋对孤儿初中生心理健康的预测作用完全以自我污名和心理韧性为中介,同伴依恋对孤儿初中生心理健康的预测作用部分以自我污名和心理韧性为中介。研究结果可为我国福利性集中供养制孤儿学校开展孤儿心理健康教育实践提供依据。 相似文献