全文获取类型
收费全文 | 523篇 |
免费 | 16篇 |
专业分类
教育 | 407篇 |
科学研究 | 27篇 |
各国文化 | 12篇 |
体育 | 29篇 |
文化理论 | 2篇 |
信息传播 | 62篇 |
出版年
2022年 | 5篇 |
2020年 | 11篇 |
2019年 | 11篇 |
2018年 | 21篇 |
2017年 | 30篇 |
2016年 | 28篇 |
2015年 | 10篇 |
2014年 | 23篇 |
2013年 | 108篇 |
2012年 | 18篇 |
2011年 | 13篇 |
2010年 | 9篇 |
2009年 | 21篇 |
2008年 | 20篇 |
2007年 | 11篇 |
2006年 | 12篇 |
2005年 | 9篇 |
2004年 | 6篇 |
2003年 | 7篇 |
2002年 | 6篇 |
2001年 | 13篇 |
2000年 | 8篇 |
1999年 | 9篇 |
1998年 | 4篇 |
1997年 | 5篇 |
1996年 | 5篇 |
1995年 | 5篇 |
1993年 | 4篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1990年 | 8篇 |
1989年 | 3篇 |
1988年 | 5篇 |
1987年 | 6篇 |
1986年 | 3篇 |
1984年 | 5篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1981年 | 6篇 |
1980年 | 5篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1976年 | 5篇 |
1974年 | 2篇 |
1972年 | 2篇 |
1929年 | 2篇 |
1887年 | 2篇 |
1866年 | 2篇 |
1865年 | 4篇 |
1862年 | 2篇 |
排序方式: 共有539条查询结果,搜索用时 46 毫秒
501.
ABSTRACT It has been suggested in recent research that rational beliefs as conceptualized within rational-emotive behaviour therapy (REBT) can be operationalized as strategic self-talk, but this has yet to be meaningfully investigated. The current study examines the effects of five one-to-one REBT sessions with three amateur American Football athletes to foster rational self-talk. The purpose of the intervention was to reduce the irrational beliefs, but also in line with recent applied REBT research, to increase the self-determined motivation and self-efficacy of the athletes. Using an idiographic single-case, staggered multiple-baseline across participants design, visual analyses revealed meaningful increases in self-determined motivation and self-efficacy, adjunct to decreases in total irrational beliefs across all participants. Social validation data supported these outcomes. These findings add to the growing research indicating that REBT can influence motivational approaches in athletes, such as self-determined motivation and self-efficacy. Results are discussed in relation to processes underlying the mechanisms of change, while also reporting the limitations of the study. The robustness of the research design increases the extent to which target variable changes can be attributed to REBT, but critical reflections are undertaken to assess the veracity of the findings. 相似文献
502.
Wang Xingqing 《上海大学学报(英文版)》1998,2(4):305-310
Aluminum AlloysTX1IntroductionFe-Alintermetalicshavegreatpotentialitiesforstructuralapplicationsowingtotheirgoodmechanicalprop... 相似文献
503.
504.
505.
Dee Wood 《Learned Publishing》1998,11(3):193-198
Journal publishers are moving to electronic methods of marketing, production and distribution but peer review largely remains untouched by these new developments. This paper discusses the reasons for this and examines some possible ways forward. 相似文献
506.
507.
508.
Peter Wood 《Academic Questions》2008,21(1):122-129
509.
Enhancing executive function skills in preschoolers through a mindfulness‐based intervention: A randomized,controlled pilot study
下载免费PDF全文
![点击此处可从《Psychology in the schools》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Laura Wood Andrew T. Roach Moriah A. Kearney Faith Zabek 《Psychology in the schools》2018,55(6):644-660
Executive functions (EFs) develop rapidly in preschoolers and lay an important foundation for school readiness. One potential method of supporting EF development is through mindfulness‐based interventions (MBIs). Whereas studies with older children and adults have supported this approach, research with young children has been more limited. In the current study, we evaluated the effectiveness, acceptability, and feasibility of Mini‐Mind, a 12‐session MBI created specifically for preschoolers. We used a randomized controlled design in a sample of 27 (intervention n = 12) preschoolers (3–5 years old). The evaluation included indirect measures of EF skills completed by teachers who were blinded to the experimental condition of the students. Additionally, parents, teachers, children, and facilitators provided feedback about the acceptability and feasibility of the intervention. Findings revealed mostly nonsignificant, small‐to‐medium effects in favor of the intervention group on indirect measures of EF skills. Furthermore, Mini‐Mind was rated as highly feasible and acceptable by children and stakeholders. Overall, the findings support the implementation and continued evaluation of Mini‐Mind in more diverse settings. 相似文献
510.
Peter Wood 《Education 3-13》2018,46(7):741-754
This paper focuses on primary school staff members’ interpretations of the UK social and emotional learning initiative: SEAL. The data, collected through group and individual interviews with a range of staff members working in schools located in deprived areas, illustrate how the scheme has been used to encourage various behaviours. This utilisation of SEAL was influenced by staff members’ perceptions of the pupils’ parents, and particularly their in/ability to develop ‘appropriate’ social, emotional and behavioural skills. Staff members identified a range of objectionable behaviours, exhibited by the pupils, which were perceived to have been encouraged in the home. In response, schools operationalised SEAL to endorse alternative behaviours deemed ‘appropriate’. Implications of the findings, in terms of marginalising the values and ‘othering’ the practices of specific sections of society, are discussed, and recommendations are made for a more democratic approach to schooling which prioritises a mutual exchange of knowledge between school and home. 相似文献