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891.
Amy L. Reschly Todd W. Busch Joseph Betts Stanley L. Deno Jeffrey D. Long 《Journal of School Psychology》2009,47(6):427-469
This meta-analysis summarized the correlational evidence of the association between the CBM Oral Reading measure (R-CBM) and other standardized measures of reading achievement for students in grades 1–6. Potential moderating variables were also examined (source of criterion test, administration format, grade level, length of time, and type of reading subtest score). Results indicated a significant, strong overall correlation among R-CBM and other standardized tests of reading achievement and differences in correlations as a function of source of test, administration format, and reading subtest type. No differences in the magnitude of correlations were found across grade levels. In addition, there was minimal evidence of publication bias. Results are discussed in terms of existing literature and directions for future research. 相似文献
892.
Ronald A. Beghetto 《Social Psychology of Education》2007,10(2):171-191
This study examined the relationship between prospective teachers’ (N = 166) retrospective perceptions of their own past achievement goals and their current beliefs about students’ goal orientations
and achievement behaviors. Results of hierarchical regression analysis provide correlation evidence in support of a “carry-over
effect” of prospective teachers’ past goal orientations on their current beliefs about students. Specifically, prospective
teachers’ were found to believe that their future students will pursue goal orientations analogous to their own past goal
orientations. In addition, prospective teachers’ explanations for why students might engage in or avoid achievement-directed
behaviors were examined. Regardless of past goal orientation, “internal motives” (e.g., improvement and self-satisfaction)
represented the most frequent explanation offered by prospective teachers for why students engage in achievement behaviors.
Prospective teachers with past performance-approach goals were significantly more likely to view avoidance as a sign of “laziness,”
whereas those with past performance-avoidant goals were more likely to view avoidance as resulting from a “lack of confidence
and support.” Implications for subsequent research are discussed. 相似文献
893.
Carol Nickerson Norbert Schwarz Ed Diener The Gallup Organization 《Journal of Happiness Studies》2007,8(4):467-515
Nickerson et al. (2003, Psychological Science 14, pp. 531–536) demonstrated in a longitudinal study that the negative relation between aspirations for financial success and subjective well-being found by other researchers was mitigated by high household income. The present study first refined the analysis in Nickerson et al. (2003) and then explored two additional issues: (a) who aspires to financial success? and (b) how is financial success achieved? Analysis indicated that individuals with strong financial aspirations are socially inclined, confident, ambitious, politically conservative, traditional, conventional, and relatively less able academically, but not psychologically distressed. Financial success is achieved via the job and, for women only, via marriage. Financial aspirations influence job income both by influencing choice of occupation and by influencing job income within occupation; however, achieving financial success depends on having the personal resources to do so. Women with strong financial aspirations tend to marry for money (or money-making potential) regardless of their work status; men with strong financial aspirations do not. 相似文献
894.
国外成就目标研究的新进展 总被引:1,自引:0,他引:1
该文从个人成就目标和目标结构(即情境)两方面分析了国外成就目标的研究。个人成就目标传统上分为掌握目标和成绩目标,在二者都发展到包括趋近取向和回避取向的基础上,有研究者提出了多目标观点;在目标结构上,掌握目标方面的研究得到了较为一致的结论,无论是知觉的掌握目标情境,还是创造的掌握目标情境,对学生都较为有益,但在成绩目标上的结果还不一致,而对同时强调掌握和成绩目标的情境方面的研究则相对较少。 相似文献
895.
896.
利用信号检测论的方法对130名大学生的国家科技成就刻板印象进行研究。结果发现,被试对中国近现代及当代科技成就判断标准的自然对数值显著高于对中国古代、美国近现代及当代科技成就判断标准的自然对数值(p<0.001),同时,被试对中国古代、美国近现代及当代科技成就的判断标准自然对数值没有显著差异(p>0.05),从而证明了大学生群体中明显存在着国家科技成就刻板印象。进一步的含义表明,大学生对中国古代科技成就依然保持绝对的自信,对中国近现代及当代科技成就的自卑并没有显著改变。在被试对2005年中国科技竞争力在全球的排名进行估计时,高估的人数显著多于低估的人数(p<0.001),从而表明,大学生对中国当前及未来科技成就的自信心开始建立。 相似文献
897.
David E. Conroy Miranda P. Kaye Angela M. Fifer 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2007,25(4):237-253
This study investigated links between three forms of perfectionism and beliefs associated with fear of failure (FF). College
students (N = 372) enrolled in physical activity classes completed the Multidimensional Perfectionism Scale and Performance Failure Appraisal
Inventory in a single session. After controlling for other forms of perfectionism, only socially prescribed perfectionism
(SPP) was strongly associated with beliefs that failure led to aversive interpersonal consequences (i.e., important others
losing interest, upsetting important others). Other-oriented perfectionism (OOP) exhibited a weak negative relation with beliefs
that failure would lead to devaluation of one’s self-estimate; individuals who held the highest standards for others’ behavior
had the weakest beliefs that failure would lead to them devaluing their self-estimate. Self-oriented perfectionism (SOP) was
not associated with any beliefs that failure led to aversive consequences; however, when SOP and OOP were simultaneously elevated,
they contributed positively to fears of experiencing shame and embarrassment (above and beyond main effects of SPP). Collectively
these findings indicated that FF was not ubiquitous with all forms of perfectionism because the specific beliefs about the
consequences of failure that underlie different forms of perfectionism varied tremendously.
This research was supported in part by a grant from the College of Health & Human Development, The Pennsylvania State University. 相似文献
898.
899.
认知与决策领域的中国研究现况分析 总被引:6,自引:0,他引:6
由于决策科学对于社会经济建设有着直接的意义,所以一直是诸多学科的研究焦点。中国在认知与决策领域经过二十几年的积累,在相当广泛的课题上进行了研究也取得了不小的成就。该文对近年来国内决策科学的研究进行了初步的归纳和总结,其特点为:(1)研究主题广泛;(2)与国际前沿课题保持了高度的一致但仍然缺乏系统性。(3)结合实践课题进行了有益的探讨。同时,该文也尝试对该领域未来发展的趋势进行了分析,目的是抛砖引玉,更好地促进中国决策科学领域的发展。 相似文献
900.
成就目标与任务投入的关系 总被引:3,自引:0,他引:3
采用实验室实验的方法,探讨了不同的任务阶段成就目标对任务投入的影响。将被试随机分配至掌握目标组或成绩目标组,考察两组被试在任务前、中、后三个阶段的任务投入水平,及相关动机变量的情况。研究结果表明,成就目标对任务投入的作用差异主要体现在任务结束之后,成绩目标组对尚未完成的实验任务的继续投入明显少于掌握目标组,并且成绩目标组在实验过程中较少体验到愉悦感,对实验任务的内在兴趣也较低。 相似文献