全文获取类型
收费全文 | 561篇 |
免费 | 29篇 |
专业分类
590篇 |
出版年
2023年 | 4篇 |
2022年 | 11篇 |
2021年 | 6篇 |
2020年 | 15篇 |
2019年 | 24篇 |
2018年 | 37篇 |
2017年 | 35篇 |
2016年 | 34篇 |
2015年 | 32篇 |
2014年 | 25篇 |
2013年 | 73篇 |
2012年 | 36篇 |
2011年 | 33篇 |
2010年 | 27篇 |
2009年 | 20篇 |
2008年 | 40篇 |
2007年 | 25篇 |
2006年 | 25篇 |
2005年 | 13篇 |
2004年 | 20篇 |
2003年 | 9篇 |
2002年 | 14篇 |
2001年 | 4篇 |
2000年 | 6篇 |
1999年 | 1篇 |
1998年 | 3篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1991年 | 4篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1970年 | 1篇 |
1965年 | 2篇 |
1957年 | 1篇 |
1956年 | 1篇 |
排序方式: 共有590条查询结果,搜索用时 0 毫秒
581.
582.
Stephen A. Woods Sara Ahmed Ioannis Nikolaou Ana Cristina Costa Neil R. Anderson 《European Journal of Work and Organizational Psychology》2020,29(1):64-77
ABSTRACTWe present a targeted review of recent developments and advances in digital selection procedures (DSPs) with particular attention to advances in internet-based techniques. By reviewing the emergence of DSPs in selection research and practice, we highlight five main categories of methods (online applications, online psychometric testing, digital interviews, gamified assessment and social media). We discuss the evidence base for each of these DSP groups, focusing on construct and criterion validity, and applicant reactions to their use in organizations. Based on the findings of our review, we present a critique of the evidence base for DSPs in industrial, work and organizational psychology and set out an agenda for advancing research. We identify pressing gaps in our understanding of DSPs, and ten key questions to be answered. Given that DSPs are likely to depart further from traditional non-digital selection procedures in the future, a theme in this agenda is the need to establish a distinct and specific literature on DSPs, and to do so at a pace that reflects the speed of the underlying technological advancement. In concluding, we, therefore, issue a call to action for selection researchers in work and organizational psychology to commence a new and rigorous multidisciplinary programme of scientific study of DSPs. 相似文献
583.
Cristina Sanches Maria Gouveia-Pereira Felice Carugati 《The British journal of educational psychology》2012,82(4):606-621
Background. The current paper is based on two different approaches. One is the relational model of authority (Tyler & Lind, 1992), which addresses the effects of justice perceptions on the legitimacy of authorities and behavioural compliance. The other is Emler and Reicher's theory (1995, 2005), which explains the involvement of adolescents in delinquency through their relationship with the institutional authorities of society. Aims. To provide empirical evidence for the linkage of these perspectives, analysing the relationship between justice perceptions about teachers and the involvement of adolescents in deviant behaviour. Our hypotheses are that teachers’ justice is negatively related with deviant behaviour and that this relationship is mediated through the evaluation of institutional authorities, after controlling for school failure. Sample. Three hundred and ninety adolescents aged between 14 and 17 years. Methods. Participants completed the following scales: perceptions of justice about teachers, evaluation of institutional authorities, and deviant behaviour. Data were examined through correlation and bootstrap analyses. Results. Justice judgments about teachers were negatively related with deviant behaviour, and this relationship was partially mediated by the evaluation of institutional authorities, even after controlling for school failure. However, procedural justice revealed a much stronger relationship with deviance, compared to distributive justice. Conclusions. As predicted, these results suggest that when adolescents perceive school authorities as fair, other institutional authorities are likely to be perceived in a similar way and the more those authorities are positively evaluated, the less often adolescents engage in deviant conduct. Results are discussed according to the theories underlying our hypothesis. Directions for future research are suggested. 相似文献
584.
585.
Cristina Aelenei Delphine Martinot Alyson Sicard Céline Darnon 《The Journal of social psychology》2020,160(3):373-389
ABSTRACTAlthough overall women are better represented in higher education than men, women’s psychological experience in various academic contexts is qualified by a decreased sense of belonging and academic self-efficacy, including in fields where they are not targeted by a negative stereotype. To clarify this phenomenon, we develop the hypothesis of a mismatch between female students’ values and the values associated with success in the increasingly selective realm of higher education. We argue that, whatever the fields of study, these values are self-enhancement values (competitiveness, self-affirmation, dominance). Three studies showed that when success was depicted in terms of self-enhancement values, women – but not men – expressed a lower sense of belonging, had lower self-efficacy and were less likely to pursue a given academic opportunity both in STEM and non-STEM fields of study. These effects did not appear in an academic context depicting success as being rooted in self-transcendence values (helpfulness, cooperation, benevolence). 相似文献
586.
Cristina. Colonnesi Carolien. Rieffe Willem. Koops Paola. Perucchini 《The British journal of developmental psychology》2008,26(4):561-577
The study examined whether the pointing gesture and intentional understanding abilities at 12 and 15 months of age predict the later understanding of perception and intention, as well as the ability to explain others' actions in a psychological way at 39 months of age. Thirty‐five infants (18 girls) were administered pointing and intention‐understanding tasks at the age of 12 and 15 months. Children were again evaluated at the age of 39 months with perception and intention tasks, and a psychological explanation task. Results showed that only 12‐month‐olds' comprehension of the pointing gesture with an imperative motive contributed to the prediction of later understanding of perception and mentalistic explanations of actions. Moreover, the ability of 12‐ and 15‐month‐olds to understand intentions contributed to the prediction of later preschool understanding of perceptions and intentions. These results indicate that a developmental trajectory in children's understanding of mental states from infancy to childhood is present, but depends on the level of engagement and communication that are required to perform these tasks. 相似文献
587.
588.
589.
ABSTRACTThe aim of the present study was to analysis the factor structure of the Italian version of the Forgiveness Scale (FS) among 663 adolescent students in Italy. The FS involves of 15 items measuring forgiveness toward the wrongdoer. This scale comprises two subscales, Absence of Negative (AN) and Presence of Positive (PP). These subscales evaluate the absence of negative and the existence of positive emotions, thoughts, and behavioural inclinations. Results suggests that only 11 of the original items are valid in the Italian version of the FS. In contrast to the original study, the two dimensions of forgiveness (AN and PP) were independent of each other in the current analysis. Evidence for convergent validity was also found. The results provide some initial support for the bi-dimensionality and internal consistency of the Italian FS and offer a starting point for future research to be pursued in forgiveness. 相似文献
590.