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111.
高中生心理健康水平及其影响因素的研究 总被引:177,自引:0,他引:177
采用SCL-90量表评定了500名高中生的心理健康状况,运用因素分析的方法探讨了影响高中生心理健康的主要因素。结果表明:有10.8%的高中生存在着各种明显的心理健康问题;高中生的心理健康问题主要表现为强迫、敌对、偏执、人际关系敏感和忧郁等症状;影响高中生心理健康的主要因素为学校教育、家庭环境、社会文化及学生自身等方面的生活事件;高中生不同的心理健康问题有其不同的影响因素。 相似文献
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The purpose of this study was to investigate the relationship between family cohesion and marital adjustment. The sample consisted of 70 married graduate students from the State University of New York at Buffalo. The Family Adaptability and Cohesion Evaluation Scale was used to measure family cohesion. The Dyadic Adjustment Scale was used to measure marital adjustment. The Demographic Data Sheet was used for demographic characteristics. Overall, the result of ANOVA with planned comparison revealed that high marital adjustment was not only associated with a moderate level of family cohesion but also associated with a high level of family cohesion.This article is based on the first author's doctoral dissertation at State University of New York at Buffalo. 相似文献
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本研究采用问卷法,对南充市3所普通中学的500名初中生进行了调查,考察其抑郁、焦虑的结构和发展特点。研究发现:(1)初中生的抑郁、焦虑都具有一定的内在结构,抑郁包括无助与孤独感、绝望与无价值感、能力减退感、不良心境和生理症状五个维度,焦虑则包括担忧与过敏倾向、对人不安、恐惧倾向、生理症状四个因素;(2)初中生的抑郁与焦虑的总体水平表现出明显的年龄特征,即随年龄的增长,其抑郁与焦虑的水平不断提高,初中二年级是重要的转折期。(3)初中生的抑郁和焦虑情绪有显著的性别差异。 相似文献
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Previous research has identified the role of perceived peer hierarchies, or organizational structures, in affecting students’ adjustment to school (Lease et al. 2003, Journal of Early Adolescence, 23, 194–217). The purpose of this study was to examine whether middle school classrooms can be described in terms of the perceived status individual students hold for who will and will not be ‘liked’ by the teacher. Specifically we examined: (1) Do students share a mutually agreed on representation, a perceived organizational structure, for describing relative status with their teacher? (2) Are teachers perceived as systematically favoring girls or boys? (3) Are peers’ perceptions of teacher liking associated with individual students’ social and academic motivation and relationship quality with teachers? (4) Are students identified by peers as ‘not liked’ at risk for long-term teacher rejection and underachievement? And, (5) What are the underlying criteria students use to judge teacher likeability? Data for this study were drawn from peer ratings from 516 (262 boys, 254 girls) middle school students in 20 classrooms. Findings indicate multidimensional scaling techniques can be used to map the ‘teacher-liking space,’ accounting for > 90% of the variability in peers’ ratings of teacher likeability. Additionally, findings indicate perceived status in the teacher-liking space has consequences for students’ achievement and teacher relationship quality. 相似文献
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中学生职业抱负特点的调查研究 总被引:2,自引:0,他引:2
对中学生职业抱负的调查表明,在总体上中学生的职业抱负水平较高,且理想抱负显著高于现实抱负;女中学生的理想职业抱负低于男中学生、高三学生的现实职业抱负低于初三和高一学生。父母受教育程度、家庭所在地和学校性质、家庭经济收入对中学生职业抱负分别具有一定的影响作用。 相似文献
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RICHARD DOUBLE 《Metaphilosophy》2007,38(1):111-121
Abstract: Philosophy teachers converse with troubled students who suffer from what I dub “intelligent collegiate depression” (ICD): a lack of self‐esteem, feelings of futility and pessimism about their futures, a distrust of academic values, and a lack of conviction that their lives matter. Students express their values and their resignation with what approaches conventional wisdom for them: They must be allowed to act as they wish so long as they do not hurt anyone; otherwise it does not matter what they do with their lives. I argue here that students' endorsement of this near‐nihilistic version of Mill's harm principle shows that they are committed to believing in more values than they realize. I then show how to parlay this commitment into a rejection of the worst effects of ICD—all the while holding in abeyance the question of metaethical objectivism vs. subjectivism. My approach shows that accepting a popular ICD premise logically undermines much of the unhappy ICD worldview. 相似文献