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51.
Robert Weinberg Joanne Butt Betsy Knight Nicole Perritt 《Journal of Applied Sport Psychology》2013,25(4):374-398
The purpose of the present investigation was to assess the perceptions of coaches regarding the process of goal setting using a qualitative methodology. Participants were 14 NCAA collegiate coaches from the American Midwest representing both team and individual sports. All participants were head coaches and were asked to respond to the interview questions in relation to their current head coaching position. Results revealed that coaches employed goal setting extensively for both individual and team goals in practice and competition. In addition, many interesting findings regarding the process of goal setting emerged including (a) coaches tended to set short-term goals although there were some nebulous longterm goals; (b) coaches only inconsistently wrote down their goals; (c) goals were both dictated by coaches and set in collaboration with players with a focus on collaboration; (d) the primary function of goals was to provide direction and focus; (e) goal commitment was related to enjoyment/fun; (f) process, performance, and outcome goals were set but coaches focused on performance and outcome goals; and (g) physical, psychological, and time barriers impeded goal attainment. These findings are discussed in relation to the current empirical/theoretical goal-setting literature and suggestions for best practice by sport psychology researchers are offered. 相似文献
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Julia D. McQuade Meghan Tomb Betsy Hoza Daniel A. Waschbusch Elizabeth A. Hurt Aaron J. Vaughn 《Journal of abnormal child psychology》2011,39(2):307-319
This study examined the relation between cognitive deficits and positive bias in a sample of 272 children with and without
Attention Deficit Hyperactivity Disorder (ADHD; 7–12 years old). Results indicated that children with ADHD with and without
biased self-perceptions exhibit differences in specific cognitive deficits (executive processes, working memory, broad attention,
and cognitive fluency) compared to each other and to control children. Further, specific cognitive deficits emerged as partial
mediators of the relation between ADHD diagnostic status and positive bias. Interestingly, some differences in results emerged
based on the domain considered (academic, social, behavioral competence). Results lend initial support to the role of cognitive
deficits in the positive bias of some children with ADHD. Implications for future research and intervention are discussed. 相似文献
54.
Pelham WE Waschbusch DA Hoza B Gnagy EM Greiner AR Sams SE Vallano G Majumdar A Carter RL 《Journal of abnormal child psychology》2011,39(8):1085-1098
This study examined the effects of music and video on the classroom behavior and performance of boys with and without attention
deficit hyperactivity disorder (ADHD) and examined the effects of 0.3 mg/kg methylphenidate (MPH). In one study, 41 boys with
ADHD and 26 controls worked in the presence of no distractor, music, or video. Video produced significant distraction, particularly
for the boys with ADHD, and MPH improved the performance of boys with ADHD across distractor conditions.There were individual
differences in response to the music such that some boys were adversely affected and others benefited relative to no-distractor.In
a second study, music and MPH were assessed in an additional 86 boys with ADHD to examine further the music results. In the
presence or absence of music, MPH improved performance relative to placebo. Similar individual differences were found as in
Experiment 1. 相似文献
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56.
Holly Hatton M Brent Donnellan Katherine Maysn Betsy J Feldman Dannelle Larsen-Rife Rand D Conger 《Journal of family psychology》2008,22(3):448-455
A latent trait-state-occasion (TSO) model (D. A. Cole, N. C. Martin, & J. H. Steiger, 2005) was used to isolate the trait and state components of negative interpersonal behaviors toward a friend or romantic partner during emerging adulthood. Results indicate that variance in negative interpersonal behaviors was due to nearly equal portions of Trait and Occasion factors. Variability in the trait aspects of negative interpersonal behaviors was then predicted by theoretically relevant constructs. In particular, mothers' negative behaviors during adolescence, adolescent core self-evaluations, negative emotionality, and feelings of security in close relationships had independent effects in predicting the enduring aspects of negative interpersonal behaviors. All told, these results indicate that TSO models can be helpful tools for understanding the developmental antecedents of the trait-like aspects of interpersonal processes. 相似文献
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This study examined the ability of several childhood, school-based, social variables to correctly classify antisocial adolescents. Children (N = 314; 163 boys, 151 girls) in the 3rd–5th grade were assessed on academic and social variables (i.e., peer rejection, aggression, withdrawal, and low prosocial behavior) and followed forward for 6–7 years until the 9th and 10th grade. Adolescent antisocial outcomes included a consensus measure formed from diagnostic interviews, contact with juvenile authorities, adolescent self-report, and mother's report. The gender-differential predictive accuracy and efficacy of the early predictor domains to a consensus measure of antisocial behavior were compared with the same estimates found for adolescent self-report of antisocial behavior. Both gender and criterion-method differences were found. For girls, regardless of the measure of antisocial behavior, early academic problems were the strongest predictors of future problems. For boys' self-reported antisocial outcomes, peer rejection was the strongest independent predictor. For consensus-reported antisocial outcomes, both early fighting–anger and withdrawn behavior displayed equally strong predictive relations. For boys, the combination of early fighting–anger and disruptive and withdrawn behavior was the strongest set of predictors for the consensus measure of antisocial functioning. Predictive accuracy and efficacy estimates are discussed in terms of predictive strength as well as the cost–benefit of misidentification. 相似文献
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60.
Betsy Newman 《Journal of counseling and development : JCD》1979,57(7):359-361
What is needed in the face of the changes and challenges offered women today is a multidimensional three-career approach to career planning: an approach that takes into account individual, relationship, and lifework needs and satisfactions. Responsible college counseling should intervene at this point and provide, rather than simple job placement or even career development, a method of creative life planning sensitive to the acknowledged stages of adult development. Through individual counseling, use of role models, seminars and workshops, group discussions and resource centers, the hard, meaningful questions of life planning can be asked and answered. 相似文献