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161.
Lisa A. Harrison Chiesha M. Stevens Adrienne N. Monty Christine A. Coakley 《Social Psychology of Education》2006,9(3):341-357
This research examined whether socioeconomic stereotypes produce stereotype threat among lower, middle, or upper income college
students who are either White or non-White. Before completing an academic test, participants were either told that the purpose
of the research was to understand why lower income students generally perform worse on academic tests or to examine problem-solving
processes. Results showed that lower income students exposed to stereotype threat experienced greater test anxiety and performed
worse on the academic test than their middle income and higher income counterparts. However, lower income students who experienced
stereotype threat exerted as much effort on the test as lower income students who did not experience stereotype threat. Nonetheless,
they were less likely to identify with school-related subjects. Stereotype threat and reduced performance did not influence
lower income students’ self-esteem. Participant race did not influence these findings. The research is discussed in light
of cognitive dissonance theory.
Portions of the results were presented at the 2004 American Psychological Society Conference, Chicago, IL.
Lisa A. Harrison is an assistant professor of psychology at California State University, Sacramento. Her research interests
include stereotypes and prejudice, gender role norms and female athletes, and the influence of
social identity on judgments of interpersonal violence. E-mail: lharriso@csus.edu
Chiesha M. Stevens is currently working toward her MA in industrial/organizational psychology at California State University, Long Beach
Adrienne N. Monty is currently working toward her MA in psychology at California State University, Sacramento
Christine Coakley received her BA in psychology from California State University, Sacramento where she is currently working toward her MA in
industrial/organizational psychology. Her research interests include stereotype threat, optimism, motivation and employee
burnout in special education. E-mail: Sac78629@saclink.csus.edu 相似文献
162.
An Ecological View of School Satisfaction in Adolescence: Linkages Between Social Support and Behavior Problems 总被引:1,自引:0,他引:1
Adrienne L. DeSantis King Scott Huebner Shannon M. Suldo Robert F. Valois 《Applied research in quality of life》2006,1(3-4):279-295
This study investigated the relationships among school satisfaction, social support, and problem behaviors in adolescents.
Modest associations were found between school satisfaction and the demographic variables of gender, race, age, and grade level.
Support from teachers, parents, and classmates contributed unique variance to ratings of school satisfaction; with teacher
support contributing the most unique variance. School satisfaction mediated the relationship between social support and internalizing
and externalizing behaviors. School satisfaction did not moderate the relationship between social support and problem behavior;
however, it did serve as a protective factor across all levels of social support. Implications are discussed, including suggestions
for developing interventions that focus on increasing support for adolescents in efforts to improve school satisfaction and
reduce problem behaviors. 相似文献
163.
164.
165.
James H. Johnson William Harris Christine Thompson Sander Marcus Deena Block Kathy Novak Nancy Yingst Adrienne Allert Glen Hobin Elizabeth Byrnes Dennise Strauch Craig Feldman Dawn Niedner Andrea Fink 《Behavior research methods》1981,13(2):243-250
A number of research projects related to new uses for computers in mental health service delivery are presented. These projects include work on software psychology, new computer applications in mental health care, and studies relating to the successful implementation of technology in mental health settings. Emphasis is placed on developing a better understanding of appropriate uses of technology rather than merely describing new applications. 相似文献
166.
Stephen B. Fawcett Adrienne Paine-Andrews Vincent T. Francisco Jerry A. Schultz Kimber P. Richter Rhonda K. Lewis Ella L. Williams Kari J. Harris Jannette Y. Berkley Jacqueline L. Fisher Christine M. Lopez 《American journal of community psychology》1995,23(5):677-697
Models of community empowerment help us understand the process of gaining influence over conditions that matter to people
who share neighborhoods, workplaces, experiences, or concerns. Such frameworks can help improve collaborative partnerships
for community health and development. First, we outline an interactive model of community empowerment that describes reciprocal
influences between personal or group factors and environmental factors in an empowerment process. Second, we describe an iterative
framework for the process of empowerment in community partnerships that includes collaborative planning, community action,
community change, capacity building, and outcomes, and adaptation, renewal, and institutionalization. Third, we outline activities
that are used by community leadership and support organizations to facilitate the process of community empowerment. Fourth,
we present case stories of collaborative partnerships for prevention of substance abuse among adolescents to illustrate selected
enabling activities. We conclude with a discussion of the challenges and opportunities of facilitating empowerment with collaborative
partnerships for community health and development.
This work was supported by Kansas Health Foundation Grants 9206032B and 9206032A to support and evaluate community partnerships
to prevent adolescent substance abuse. Thanks to Tom Wolff for sharing his wisdom about community coalitions so generously,
and to Bill Berkowitz and anonymous reviewers for thoughtful comments on an earlier version of this manuscrpt. We also thank
our colleagues from the Kansas Health Foundation, Mary K. Campuzano, Steve Coen, and Marni Vliet, and those from collaborating
communities, who continue to teach us about ways to enhance community capacities to address local concerns. 相似文献
167.
Frank Baker James Zabora David Jodrey Adrienne Polland Deborah Marcellus 《Journal of clinical psychology in medical settings》1995,2(4):357-372
A sample of 437 patients completed self-report measures of quality of life and social support while they were being evaluated for bone marrow transplantation (BMT) at The Johns Hopkins Oncology Center. Generally, the candidates showed reasonably high levels of quality of life (QOL) on the Satisfaction with Life Domains Scale (SLDS), their present ranking on the Cantril Self-Anchoring Ladder of Life, and their scores on the Bradburn Positive Affect Scale. The level of QOL of these candidates for transplant was significantly related to their level of social support. Both availability and adequacy of social support for these transplant candidates were found to be significantly related to QOL as measured by the SLDS. Availability of social support as measured by patient membership in religious and other organizations was significantly related to Positive Affect but not Negative Affect. The Family APGAR and Relational Support Scales measures of social support were significantly correlated with both Positive and Negative Affect. 相似文献
168.
The work of Argyris (Reasoning, Learning and Action: Individual and Organisational: San Francisco Jossey-Bass, 1982) demonstrated the gaps that we tend tio have between our stated values and those that we actually use in practice. That of Micholt (Transactional Analysis Journal, 22, 228–233, 1992) illustrated the concept of psychological distance as applied tio facilitating groups in an organizational setting. These are both important works which can be very useful in conceptualizing the organizational context of counselling and also the client's problem situation. By combining these two approaches, it is possible to demonstrate a more detailed picture of the psychological distance and some of the potential problems inherent in interactions among three (or more) parties. For counselling, the combined approach emphasizes the importance of the counsellor remaining aware that the client's story is likely to reveal their stated values and that only by gaining a values-in-action perspective (i. e. behaviour) about the client's life can the counsellor adequately assess the client's situation. The examples given in this paper relate to counselling in an organisational context, but the approach may be applied tio facilitation, geneal management or consltancy. 相似文献
169.
Paul Boxer Amanda Sheffield Morris Andrew M. Terranova Mumbe Kithakye Sarah C. Savoy Adrienne F. McFaul 《Journal of child and family studies》2008,17(6):881-893
Relations among exposure to violence, coping, and adjustment were examined in three urban samples. In study 1, which took
place in a southeastern city, children ages 6–16 (N = 35; M age = 10.7 years) completed measures of adjustment, exposure to violence, and coping with violence. In study 2, which took
place in one southern Midwestern city and one Northeastern city, children ages 8–15 (N = 70; M age = 11.3 years) completed similar measures with the addition of a measure assessing normative beliefs about aggression.
Results are in line with the pathologic adaptation model and provide preliminary evidence for two hypothesized pathways explaining the effects of exposure to violence on adjustment:
a normalization pathway in which exposure leads to more aggression-supporting beliefs and in turn to greater aggression, and a distress pathway in which exposure leads to avoidant coping and in turn to emotional symptoms. 相似文献
170.
Elhai JD Butcher JJ Reeves AN Baugher SN Gray MJ Jacobs GA Fricker-Elhai AE North TC Arbisi P 《Journal of personality assessment》2007,88(3):328-337
In this article, we combine two analogue experiments in which we empirically examined three malingering methodological issues in individuals trained and instructed to simulate posttraumatic stress disorder (PTSD) on the Trauma Symptom Inventory (TSI; Briere, 1995). In Experiment 1, we examined TSI scale effects of the following manipulations using a 2 x 2 design with 330 college students: (a) inclusion or exclusion of cautionary instructions regarding believability of participants' simulation and (b) different financial incentive levels. In Experiment 2, we examined comorbid psychiatric diagnostic training with 180 college students who were either trained to simulate PTSD and comorbid major depressive disorder or trained to simulate only PTSD. Caution main effects were significant for all but two TSI Clinical Scales, incentive main effects and interactions were only significant for one Clinical scale each, and the comorbidity manipulation did not yield any scale differences. We discuss malingering research design implications regarding the use of cautionary instructions, financial incentive levels, and comorbid training. 相似文献