全文获取类型
收费全文 | 239篇 |
免费 | 70篇 |
国内免费 | 18篇 |
出版年
2024年 | 1篇 |
2023年 | 4篇 |
2022年 | 6篇 |
2021年 | 12篇 |
2020年 | 27篇 |
2019年 | 19篇 |
2018年 | 22篇 |
2017年 | 34篇 |
2016年 | 13篇 |
2015年 | 11篇 |
2014年 | 16篇 |
2013年 | 54篇 |
2012年 | 10篇 |
2011年 | 14篇 |
2010年 | 5篇 |
2009年 | 4篇 |
2008年 | 9篇 |
2007年 | 6篇 |
2006年 | 9篇 |
2005年 | 4篇 |
2004年 | 8篇 |
2003年 | 4篇 |
2002年 | 7篇 |
2001年 | 4篇 |
2000年 | 7篇 |
1999年 | 5篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1993年 | 2篇 |
1991年 | 1篇 |
1985年 | 4篇 |
1977年 | 1篇 |
排序方式: 共有327条查询结果,搜索用时 15 毫秒
81.
Gibb BE Alloy LB Walshaw PD Comer JS Shen GH Villari AG 《Journal of abnormal child psychology》2006,34(3):408-422
A number of studies have supported the hypothesis that negative attributional styles may confer vulnerability to the development of depression. The goal of this study was to explore factors that may contribute to the development of negative attributional styles in children. As hypothesized, elevated levels of depressive symptoms and hopelessness at the initial assessment predicted negative changes in children's attributional styles over the 6-month follow-up period. In addition, elevated levels of verbal victimization occurring between the 2 assessments, as well as that occurring in the 6 months preceding the initial assessment, prospectively predicted negative changes in children's attributional styles over the follow-up. Further, initial depressive symptoms and verbal victimization during the follow-up continued to significantly predict attributional style change even when the overlap among the predictors was statistically controlled. Contrary to the hypotheses, however, neither parent-reported levels of overall negative life events nor parents' attributions for their children's events predicted changes in children's attributional styles. 相似文献
82.
Victimization in South Korean children's peer groups 总被引:5,自引:0,他引:5
This study reports a cross-sectional investigation of the behavioral, academic, and psychosocial correlates of victimization in South Korean children's peer groups. The participants were 122 children (66 boys, 56 girls; from 10–12-years-old) recruited from a primary school in Seoul, South Korea. Multi-informant assessments (peer nominations, teacher ratings, and self-reports) of peer victimization, social behavior, loneliness/social dissatisfaction, and academic functioning were obtained. Multivariate analyses indicated that peer victimization was associated with poor academic adjustment, loneliness, submissive–withdrawn behavior, aggression, and low levels of assertive–prosocial behavior. These findings suggest that there is considerable similarity in the social processes underlying peer group victimization across South Korean and Western cultural settings. 相似文献
83.
In past research, relational and physical forms of peer victimization have been identified that have been shown to be significantly associated with social–psychological maladjustment. These forms of victimization, although studied primarily within the group peer context, also occur within dyadic relationships such as friendships. Gender differences in friend victimization and the association between friend victimization and children's social–psychological adjustment were examined. Results showed that boys were more physically victimized by their friends than were girls. Girls were more relationally than physically victimized by their friends. Friend victimization was related to adjustment difficulties for both boys and girls; however, friend physical victimization was particularly related to boys whereas friend relational victimization was particularly related to girls. The implications of these findings for future research and intervention with victimized children are discussed. 相似文献
84.
Associations among sexual victimization and the psychosocial functioning of African American and Latina pregnant and parenting adolescents were examined. Forty-seven (17.7%) of the 265 participants reported histories of sexual victimization, most of which was unwanted sexual intercourse. The victimized adolescents reported higher levels of depression, anxiety, and life stress and, although the two groups reported no differences in their levels of social support, support was found to be differentially related to depression and anxiety in the two groups. In particular, victims derived benefits from social support at low levels of stress, but social support provided no protection against depression and anxiety at average or high levels of stress. For nonvictims, social support provided no benefits at low levels of stress, but protected against depression and anxiety at moderate levels of stress and against depression at high levels of stress. Implications of these findings for research, theory, and intervention are discussed. 相似文献
85.
关于校内欺负行为中受欺负者研究的述评 总被引:15,自引:0,他引:15
该文从概念、研究方法、受欺负类型、研究对象的特点等方面,评述了关于中小学校同伴之间相互欺负中的受欺负者的研究,尤其是对自陈法、提名法、直接观察法、日记法、个体访谈法这些研究方法的利弊进行了分析;区分了受欺负的不同形式;归纳了家庭、同伴和学校风气对受欺负的影响,同时提出了研究中的一些问题,并对今后的研究方向作了一些探讨 相似文献
86.
87.
88.
89.
90.
Peer victimization is linked to adjustment problems in youth, including aggressive behavior, yet not all victimized youth are aggressive. The present study investigated whether youth’s anger regulation coping might attenuate the positive association between peer victimization and subsequent aggressive behavior. Longitudinal data from 485 7th-grade students (55% female, mean age = 12.84 years) and their teachers were collected in the fall and six months later. Teacher ratings of youth aggressive behavior at follow-up were the primary outcome, with statistical adjustments for baseline aggressive behavior and demographics. Results from multilevel models showed significant interactive effects of baseline anger regulation and peer victimization on residualized teacher-rated aggressive behaviors that were consistent with the hypothesis that anger regulation played a protective role: under high levels of peer victimization, youth with higher levels of anger regulation displayed lower levels of aggressive behavior than their counterparts with lower levels of anger regulation. These findings suggest that targeting and improving students’ ability to regulate their anger may be protective in the face of peer victimization and reduce subsequent aggressive behavior. 相似文献