全文获取类型
收费全文 | 63篇 |
免费 | 0篇 |
出版年
2010年 | 2篇 |
2007年 | 1篇 |
2006年 | 5篇 |
2005年 | 2篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1998年 | 2篇 |
1997年 | 2篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1990年 | 3篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 5篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1970年 | 2篇 |
1969年 | 1篇 |
1968年 | 3篇 |
1967年 | 1篇 |
1964年 | 1篇 |
1962年 | 1篇 |
1960年 | 1篇 |
1951年 | 1篇 |
1949年 | 1篇 |
1944年 | 1篇 |
1943年 | 1篇 |
1941年 | 1篇 |
1940年 | 2篇 |
排序方式: 共有63条查询结果,搜索用时 15 毫秒
51.
THE PRECURSORS AND PRODUCTS OF JUSTICE CLIMATES: GROUP LEADER ANTECEDENTS AND EMPLOYEE ATTITUDINAL CONSEQUENCES 总被引:1,自引:0,他引:1
DAVID MAYER LISA NISHII BENJAMIN SCHNEIDER HAROLD GOLDSTEIN 《Personnel Psychology》2007,60(4):929-963
Drawing on the organizational justice, organizational climate, leadership and personality, and social comparison theory literatures, we develop hypotheses about the effects of leader personality on the development of 3 types of justice climates (e.g., procedural, interpersonal, and informational) and the moderating effects of these climates on individual-level justice–attitude relationships. Largely consistent with the theoretically derived hypotheses, the results showed that leader (a) Agreeableness was positively related to procedural, interpersonal, and informational justice climates; (b) Conscientiousness was positively related to a procedural justice climate; and (c) Neuroticism was negatively related to all 3 types of justice climates. Further, consistent with social comparison theory, multilevel data analyses revealed that the relationship between individual justice perceptions and job attitudes (e.g., job satisfaction, commitment) was moderated by justice climate such that the relationships were stronger when justice climate was high. 相似文献
52.
53.
54.
55.
56.
57.
58.
GERALD S. HANNA HAROLD F. BLIGH JOANNE M. LENKE 《Journal of counseling and development : JCD》1970,48(6):465-468
Student-reported past grades were compared with school-reported grades as to their usefulness in predicting success in mathematics courses. Student-reported grades were as valid as school-reported grades in predicting criteria of algebra success but were slightly less valid in predicting criteria of geometry success. It is concluded that for the purposes described here, student-reported grades may be used. 相似文献
59.
60.