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The Apperceptive Personality Test (APT) is a new technique that combines the traditional story-telling method with a questionnaire about the characters in the story, to be filled out by the person being tested. The resulting information is tabulated, and a variety of scores are generated which yield information about the person's personality. The identified clinical signposts indicated by such scores are summarized in this article, along with two illustrative protocol fragments showing how to usual interpretive method is supplemented by the information from the questionnaire. 相似文献
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Although self-regulatory depletion has a broad range of adverse consequences, recent research has established that it can yield prosocial outcomes under certain circumstances. The present experiment examined the interaction between depletion and offense severity on forgiveness of romantic offenses. Consistent with prior research, results revealed that depleted (vs. non-depleted) individuals were less forgiving of severe offenses. In a counterintuitive reversal, however, depleted (vs. non-depleted) individuals were more forgiving of mild offenses. This crossover interaction effect was mediated by perception of offense severity, suggesting that depleted individuals may be especially forgiving of mild offenses because they are simply too tired to take offense at their partner's bad behavior. These findings identify one important instance in which depletion can promote salutary relationship processes. 相似文献
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Finkel EJ DeWall CN Slotter EB McNulty JK Pond RS Atkins DC 《Journal of personality and social psychology》2012,102(3):533-549
Deriving hypotheses from I3 theory (pronounced "I-cubed theory"), the authors conducted 4 studies to clarify the circumstances under which dispositional aggressiveness predicts intimate partner violence (IPV) perpetration. Consistent with the hypothesis that this link would be stronger when inhibitory processes are weak rather than strong, Studies 1 and 2 demonstrated that dispositional aggressiveness was an especially robust predictor of IPV perpetration among people experiencing self-regulatory strength depletion. Consistent with the hypothesis that this Dispositional Aggressiveness × Inhibition interaction effect would be stronger when instigating triggers are strong rather than weak, Studies 3 and 4 demonstrated that dispositional aggressiveness was an especially robust predictor of IPV perpetration among people characterized by both weak inhibition (poor executive control in Study 3, depletion in Study 4) and strong instigation (provocation in both studies). These effects were robust in studies employing experimental and nonexperimental designs, cross-sectional and longitudinal methods, dating and married participants, self-report and behavioral measures of IPV perpetration, and diverse operationalizations of all constructs. Discussion emphasizes the importance of incorporating instigating, impelling, and inhibiting processes into theoretical and empirical analyses of IPV perpetration. 相似文献
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Brian M. Galla Jeffrey J. Wood Eli Tsukayama Kim Har Angela W. Chiu David A. Langer 《Journal of School Psychology》2014
Using data from an accelerated longitudinal study, we examined the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance across students (N = 135) in elementary school. Teachers assessed participants' effortful engagement and participants rated their academic self-efficacy once per year for 3 years. Academic performance was assessed through standardized test scores in reading and math. Multilevel models indicated that within-person change in Effortful Engagement and Academic Self-Efficacy scores significantly predicted concomitant within-person change in reading test scores, B = 2.71, p = .043, Pseudo-R2 = .02 and B = 4.72, p = .005, Pseudo-R2 = .04, respectively. Participants with higher between-person levels of Effortful Engagement had higher initial reading test scores, B = 10.03, p = .001, Pseudo-R2 = .09, and math test scores, B = 11.20, p < .001, Pseudo-R2 = .15, whereas participants with higher between-person levels of Academic Self-Efficacy showed a faster rate of increase in math test scores across elementary school, B = 10.21, p = .036, Pseudo-R2 = .25. At the between-person level, Effortful Engagement mediated the association between Academic Self-Efficacy and both reading and math test scores, although no support was found for mediation at the within-person level. Collectively, results suggest that trait-level psychological factors can vary meaningfully within school-aged children and that both within-person change and between-person individual differences in these traits have important consequences for academic performance. 相似文献
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Owen Richard Lightsey Jr. Richelle McGhee Audrey Ervin George Gharibian Gharghani Eli Benjamin Rarey Rosaire Patrick Daigle Katherine Frances Wright Donnalin Constantin Kevin Powell 《Journal of Happiness Studies》2013,14(1):1-18
Life satisfaction is an important index of mental health and also predicts other important outcomes such as longevity and decreased mortality. Negative affect has a unique inverse relationship with life satisfaction across the life span. Therefore, determining psychological factors that uniquely predict future life satisfaction and that reduce the trait negative affect—life satisfaction relationship is theoretically and clinically important. In light of recent evidence from long-term longitudinal studies that self-efficacy for regulation of negative emotions (SERN) predicts higher future life satisfaction, as well as evidence from a cross-sectional study that a subtype of SERN—self-efficacy for regulating anger—buffers the relationship between trait negative affect and life satisfaction, we tested whether SERN and subtypes of SERN predicted higher life satisfaction and buffered the negative affect—life satisfaction relationship longitudinally over short time periods. After controlling for time 1 life satisfaction, higher time 1 self-efficacy for regulating despondency and distress (SEDes) predicted higher future life satisfaction over average time periods of 17 days (N = 127), 32 days (N = 83), and 41 days (N = 65) among college students. However, in post hoc exploratory regressions that included self-efficacy for experience and expression of positive emotions (SEPos), SEDes predicted higher time 2 life satisfaction, but only SEPos uniquely predicted higher time 3 and time 4 life satisfaction. 相似文献