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Students’ Need Satisfaction Profiles: Similarity and Change over the Course of a University Semester
Nicolas Gillet Alexandre J.S. Morin Tiphaine Huyghebaert-Zouagh Emilie Alibran Servane Barrault Charlotte Vanhove-Meriaux 《Psychologie appliquee》2020,69(4):1396-1437
Self-determination theory positions the satisfaction of students’ needs for autonomy, competence, and relatedness as important determinants of various educational outcomes. In this study, we identify subpopulations of students characterized by distinct configurations of need satisfaction in the educational context, and assess the extent to which the nature of these configurations, and students’ individual profiles, remain stable over the course of a university semester. We also examine the role of perfectionism in the prediction of profile membership, and how these profiles relate to a variety of educational outcomes. A total of 521 first-year undergraduate university students completed our measures at the beginning and end of a university semester. We identified five need satisfaction profiles, which remained unchanged over the course of the study. Students characterized by higher levels of self-oriented perfectionism were more likely to be a member of a profile characterized by high levels of relatedness and global needs satisfaction associated with average levels of competence need satisfaction (“Globally Satisfied and Highly Connected” profile) relative to the other ones, and into the “Globally Satisfied” profile relative to the “Globally Dissatisfied, Highly Connected, and Competence Deficient” profile. Finally, the “Globally Dissatisfied, Highly Connected, and Competence Deficient” profile was associated with the least desirable outcomes (the lowest levels of students’ interest toward their studies, satisfaction, and attendance, and the highest levels of dropout intentions). 相似文献
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Christopher K. Hsee Elaine Hatfield John G. Carlson Claude Chemtob 《Cognition & emotion》2013,27(4):327-340
Abstract This study explored two questions: Do people tend to display and experience other people's emotions? If so, what impact does power have on people's susceptibility to emotional contagion? We speculated that the powerless should pay more attention to their superiors (than their superiors pay to them) and should thus be especially likely to “catch” their superion' emotions as well. College students, given the role of “teacher” (powerful person) or “learner” (powerless person), observed videotapes of another (fictitious) subject relating an emotional experience. They were asked what emotions they felt as they watched their partner describe the happiest and saddest event in his life. In addition, they were videotaped as they watched the tape. As predicted, clear evidence of emotional contagion was obtained in this controlled laboratory setting. However, a direct (rather than inverse) relation between power and emotional contagion was found. Powerful subjects were more likely to display their subordinate's feelings than subordinates were to display those of the powerful other. Several possible explanations for these unexpected results were proposed. 相似文献
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David Gaffan Richard C. Saunders E. A. Gaffan Susan Harrison Claude Shields M. J. Owen 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》1984,36(3):173-221
Thirty-three monkeys took part in seven experiments designed to elucidate further the effect of fornix transection on learning and memory. In the first experiment the monkeys had to remember whether stimulus objects had previously been paired with reward or no reward, and they had to use this memory to guide choice between stimulus objects at retention tests according to an arbitrary rule which they had learned: to choose objects previously paired with no reward in preference to objects previously paired with reward. Fornix transection produced a severe and permanent impairment in this task. In the second experiment the monkeys also had to remember object-reward associations but the performance rule was more natural: to choose objects previously paired with reward. Here fornix transection had no effect. The third experiment required the monkeys to remember, given a stimulus object, which of two events of equal valence had previously been the outcome of displacing that object. The two events were either a peanut and a sultana or a black penny and a white penny of equal secondary reinforcing value. Performance was unimpaired by fornix transection. The fourth experiment also demonstrated, in a different paradigm, unimpaired recall of sensory events. The fifth experiment demonstrated an impairment following fornix transection in acquisition of simultaneous spatial-visual conditional discriminations; the sixth demonstrated normal learning by fornix-transected monkeys of a successive spatial-visual conditional discrimination and the seventh demonstrated unimpaired acquisition of a simultaneous auditory-visual conditional discrimination. These results, when considered in detail and together, are incompatible with existing hypotheses of hippocampal function. A new hypothesis is discussed. 相似文献
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Gaëtane Caesens Nicolas Gillet Alexandre J.S. Morin Simon A. Houle Florence Stinglhamber 《Psychologie appliquee》2020,69(3):686-714
This research seeks to identify employees’ profiles characterised by distinct perceptions of three sources of social support at work (i.e., organisation, supervisor, and colleagues), and the extent to which these profiles generalise across two samples of workers (N = 185 and 387). This research also investigates the associations between the profiles and a series of outcomes. Latent profile analysis revealed five identical profiles in both samples: (1) moderately supported; (2) isolated; (3) supervisor supported; (4) weakly supported; and (5) highly supported. The most desirable outcomes (job satisfaction, performance, and affective commitment) were associated with Profile 5 (highly supported), while the highest levels of emotional exhaustion were observed in Profile 2 (isolated). 相似文献
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