全文获取类型
收费全文 | 1270篇 |
免费 | 453篇 |
国内免费 | 162篇 |
出版年
2024年 | 4篇 |
2023年 | 26篇 |
2022年 | 57篇 |
2021年 | 63篇 |
2020年 | 95篇 |
2019年 | 79篇 |
2018年 | 94篇 |
2017年 | 89篇 |
2016年 | 99篇 |
2015年 | 58篇 |
2014年 | 61篇 |
2013年 | 195篇 |
2012年 | 77篇 |
2011年 | 76篇 |
2010年 | 64篇 |
2009年 | 70篇 |
2008年 | 61篇 |
2007年 | 91篇 |
2006年 | 105篇 |
2005年 | 91篇 |
2004年 | 54篇 |
2003年 | 54篇 |
2002年 | 36篇 |
2001年 | 20篇 |
2000年 | 22篇 |
1999年 | 9篇 |
1998年 | 15篇 |
1997年 | 12篇 |
1996年 | 10篇 |
1995年 | 12篇 |
1994年 | 11篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1990年 | 7篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 14篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 7篇 |
1977年 | 11篇 |
1976年 | 7篇 |
排序方式: 共有1885条查询结果,搜索用时 15 毫秒
901.
Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate 总被引:2,自引:0,他引:2
Young children with problem behavior in the classroom are at risk for developing more conflictual and less close relationships with their teachers. Two studies in kindergarten (N = 3798; N = 237) shed light on some aspects of classroom climate that can moderate this risk for relational problems. Results showed problematic classroom compositions, in terms of high average levels of internalizing or externalizing behavior, to exacerbate the risk for teachers to form more conflictual relationships with children showing externalizing behavior. Additionally, observed emotional support of teachers was found to be protective for the relational functioning of children at risk due to maladjusted behavior. Specifically, with emotionally supportive teachers, children who expose internalizing or externalizing behavior are no longer at risk for developing less close or more conflictual relationships with their teachers respectively. Practical implications and limitations of the studies are reported and suggestions are made for future research. 相似文献
902.
The purpose of this study was to examine the mediating role of social support in the relationship between religiousness and
alcohol use in a sample of college students. Two dimensions of religiousness: religious commitment and religious coping were
examined as predictors of alcohol use. Participants were male and female college students (N = 221); the majority of the sample was Christian (73.8%). Emotional social support was tested as a mediator. Both religiousness
dimensions and emotional social support were related to less frequent alcohol use; however, mediation was not supported. These
findings indicate that religious commitment and dispositional religious coping are protective against alcohol use, yet social
support does not account for this relationship.
Feyza S. Menagi holds a bachelors degree in Psychology from Michigan State University. This paper is based on her undergraduate honors thesis. Zaje A. T. Harrell Ph.D. is an assistant professor in the Department of Psychology at Michigan State University. She served as the chair for Ms. Menagi’s senior thesis. Lee N. June Ph.D. is a professor in the College of Education, the Vice President for Student Affairs and Services and Associate Provost at Michigan State University. 相似文献
Zaje A. T. HarrellEmail: |
Feyza S. Menagi holds a bachelors degree in Psychology from Michigan State University. This paper is based on her undergraduate honors thesis. Zaje A. T. Harrell Ph.D. is an assistant professor in the Department of Psychology at Michigan State University. She served as the chair for Ms. Menagi’s senior thesis. Lee N. June Ph.D. is a professor in the College of Education, the Vice President for Student Affairs and Services and Associate Provost at Michigan State University. 相似文献
903.
Eric L. Mann 《Social Psychology of Education》2008,11(1):43-57
Parents often become frustrated when their perception of their child’s talent in mathematics differs from that held by the
school. Yet for the young child, research suggests parents have a much deeper insight into the interests and talents of their
child. Failure to recognize talent can result in lost opportunities for the child as well as a loss to society. This article
evaluates the development of an instrument designed to assess parent perceptions of mathematical talent. Parental perceptions
and family demographics were collected for third grade students participating in Project M3: Mentoring Mathematical Minds, a research program conducted collaboratively by the University of Connecticut, Northern Kentucky
University and Boston University, and for second grade students under consideration for the program. The data were correlated
with other identification tools used for the identification of talented second graders for Project M3 to explore a research-based means of parent identification of mathematical talent.
相似文献
Eric L. MannEmail: |
904.
初中生英语自我效能感与知觉到的教师期望、英语成绩的关系 总被引:4,自引:0,他引:4
研究主要考察初中生英语自我效能感、知觉到的教师期望与英语成绩的关系.探索性和验证性因素分析结果表明,初中生英语自我效能感包括学科能力感、目标自信感、挫折效能感和策略使用感四个维度.研究得出高成绩组学生的英语自我效能感及知觉到的教师期望显著高于低成绩组学生;英语自我效能感具有显著的性别差异、年级差异与学校类型差异;年级、学校类型、英语自我效能感中的能力因子与挫折因子及知觉到的教师期望中的态度因子是英语成绩的显著预测变量. 相似文献
905.
906.
907.
采用文化取向、个体自尊、集体自尊和主观幸福感问卷,对202名国防男大学生和163名普通男大学生进行了调查,探讨了国防生文化取向、自尊和主观幸福感的特点及其关系。研究发现:(1)和普通生相比,国防生集体主义文化取向突出、具有较强的个体自尊与集体自尊,主观幸福感更强;(2)大三和大四国防生垂直集体主义和主观幸福感显著高于普通生;(3)自尊在国防生和普通生文化取向与主观幸福感的关系中分别起部分与完全中介作用;(4)垂直集体主义比集体自尊对国防生主观幸福感的相对贡献大,集体自尊比垂直集体主义对普通生主观幸福感的相对贡献大。 相似文献
908.
采用感觉寻求量表、压力性生活事件量表、非适应性问卷和病理性网络使用量表对519名工读生进行调查,考察了工读生病理性网络使用的情况以及感觉寻求对工读生病理性网络使用的影响及作用机制。结果表明:(1)工读生病理性网络使用的比例为51.1%,工读生病理性网络使用的问题很严重;(2)感觉寻求对工读生病理性网络使用的影响是有中介的调节效应,具体而言,感觉寻求会增加工读生病理性网络使用;压力性生活事件对感觉寻求与工读生病理性网络使用之间关系具有调节作用;压力性生活事件的调节效应以非适应性认知为中介变量。研究结果对工读生病理性网络使用的预防和干预具有重要价值。 相似文献
909.
采用创伤暴露程度调查表、复原力量表和创伤后应激障碍症状量表调查了汶川地震1年后的773名中学生,考察了其复原力在创伤暴露程度与创伤后应激障碍关系中的调节作用。结果发现,地震1年后,中学生的创伤后应激障碍水平较低,其中男生的水平低于女生,初一学生的水平相对低于初二、高一和高三学生;创伤暴露程度对创伤后应激障碍及其各维度都有显著的正向预测作用;复原力在创伤暴露程度对创伤后应激障碍及其回避性症状与警觉性增高症状的影响上发生负向调节作用,在创伤暴露程度对闯入性症状的影响上不起调节作用。 相似文献
910.
采用《大学生社会性发展水平评定量表》对60名被试进行研究,区分出社会性发展良好、中等和迟滞的被试。接着采用行为实验的方式考察社会性发展水平对被试交往行为的影响,结果发现:第一,社会性发展的总体水平只对被试与女性互动对象互动的面部表情上产生影响,而社会性认知、社会性情感和社会性行为水平对被试与不同性质个体互动的某些行为上产生影响。第二,社会性发展的总体类型对被试面对不同互动对象的同一行为反应上有一定影响,但这种影响有限,仅在面部表情上表现出性别差异;而社会性认知发展类型和情感发展类型对不同互动对象的同一行为表现出有限的影响。第三,社会性发展迟滞的大学生在实验中表现出对实验任务冷漠或过度热情的现象。 相似文献