全文获取类型
收费全文 | 1394篇 |
免费 | 94篇 |
出版年
2023年 | 19篇 |
2022年 | 21篇 |
2021年 | 27篇 |
2020年 | 41篇 |
2019年 | 52篇 |
2018年 | 65篇 |
2017年 | 67篇 |
2016年 | 86篇 |
2015年 | 57篇 |
2014年 | 50篇 |
2013年 | 159篇 |
2012年 | 82篇 |
2011年 | 92篇 |
2010年 | 47篇 |
2009年 | 43篇 |
2008年 | 77篇 |
2007年 | 52篇 |
2006年 | 41篇 |
2005年 | 42篇 |
2004年 | 36篇 |
2003年 | 23篇 |
2002年 | 23篇 |
2001年 | 19篇 |
2000年 | 18篇 |
1999年 | 15篇 |
1998年 | 7篇 |
1997年 | 11篇 |
1996年 | 8篇 |
1995年 | 7篇 |
1994年 | 6篇 |
1992年 | 15篇 |
1991年 | 9篇 |
1990年 | 4篇 |
1989年 | 19篇 |
1988年 | 11篇 |
1987年 | 8篇 |
1986年 | 7篇 |
1985年 | 13篇 |
1984年 | 8篇 |
1983年 | 8篇 |
1981年 | 7篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 6篇 |
1977年 | 4篇 |
1975年 | 8篇 |
1974年 | 7篇 |
1972年 | 4篇 |
1968年 | 10篇 |
1967年 | 10篇 |
排序方式: 共有1488条查询结果,搜索用时 15 毫秒
991.
Our research integrates theoretical perspectives related to distributed leadership in geographically dispersed teams with empowering leadership theory to build a multilevel model of virtual collaboration and performance in dispersed teams. We test the model with procurement teams in a major multinational corporation. Our results show a significant cross‐level effect of empowering team leadership, such that under conditions of high empowering team leadership, a team member's virtual teamwork situational judgment (VT‐SJ) is positively and significantly associated with his or her virtual collaboration behaviors and also indirectly with his or her individual performance in the team. At the team level, our findings also suggest that the impact of empowering leadership on team members’ aggregate virtual collaboration, and indirectly on team performance, increases at higher levels of team dispersion. These findings shed important light on the role of team leadership in fostering effective collaboration and performance of geographically dispersed virtual teams. 相似文献
992.
Are there age differences in gratitude from early adulthood to old age? The current studies tested several ways by which an association between age and dispositional gratitude may present, by considering multiple measures on both fronts. We used data from three cross‐sectional studies (total N = 1,736; total age range: 19–94). The results indicated that (a) age effects in gratitude are more likely to occur for subjective age in terms of future time perspective (i.e., people's perceptions of their remaining opportunities and time) than chronological age; (b) chronological age effects are more domain specific than general in nature; and (c) they are more likely to occur for the instrumental domain as compared to the interpersonal domain. Finally, the results indicated that (d) perceived future time, particularly with respect to remaining opportunities, mediates the relation between chronological age and general gratitude. Overall, the findings suggest that gratitude is subject to a variety of developmental influences across adulthood. 相似文献
993.
994.
Melanie F. Lipton Justin W. Weeks Samantha E. Daruwala Andres De Los Reyes 《Journal of psychopathology and behavioral assessment》2016,38(3):465-475
Prior work indicates the presence of a subtype of Social Anxiety (SA) characterized by disinhibition or high externalizing behaviors such as substance use and Attention Deficit Hyperactivity Disorder (ADHD) symptoms. A sample of 375 undergraduates completed an online study including measures of SA, substance use, ADHD symptoms and impulsivity. Latent class analyses revealed three classes of individuals who evidenced: (a) low SA and low impulsivity, (b) high SA and low impulsivity, and (c) high SA and high impulsivity. Individuals high in both SA and impulsivity evidenced greater likelihoods of exhibiting externalizing behavior, relative to the two other classes. Post-hoc analyses revealed the largest and most significant differences between classes were seen with regard to ADHD. This finding extends previous work by replicating distinct profiles of SA and impulsivity, and highlighting that how these profiles relate to externalizing behaviors may depend on the externalizing domain. 相似文献
995.
Wonjin Sim Gina Zanardelli Mary Jo Loughran Mary Beth Mannarino Clara E. Hill 《Counselling psychology quarterly》2016,29(4):382-404
We interviewed seven early career psychologists (ECPs) and seven later career psychologists (LCPs) employed at university counseling centers in the United States about their experiences with thriving, burnout, and coping. We analyzed the data using Consensual Qualitative Research. Typical factors that contributed to thriving included recognition for achievement and the climate of counseling center and campus, although the latter was more important for ECPs than LCPs. Typical factors that contributed to burnout included challenges with tasks and responsibilities and challenges related to professional relationships. Finally, interpersonal support (general), self-care, cognitive strategies, and behavioral strategies (typical) were coping strategies used by both ECPs and LCPs, but only ECPs identified using personal therapy. Implications for counseling centers and for research are presented. 相似文献
996.
Sharing materials is a complex social behavior that may lead to long-term development of friendships and concomitant increases in related prosocial behaviors. Given the complexities of sharing behaviors, children with social delays or deficits may not recognize when, how, and with whom to share. Because children with social delays or deficits, especially those with disabilities, may not engage in typical sharing behaviors, and because these behaviors are important, identifying interventions for sharing and related social behaviors are crucial. The purpose of this review was to identify sharing interventions, evaluate methodological rigor, and assess intervention effectiveness. Twenty single-case designs published in 11 articles were included. Some studies reported variable results and had considerable methodological limitations. Results of high-quality studies are promising and provide a foundation for future research on sharing behaviors. 相似文献
997.
998.
Jamie?C.?McGovernEmail authorView authors OrcID profile Patricia?A.?Lowe Jennifer?M.?Hill 《Journal of child and family studies》2016,25(6):1724-1734
The present study investigated relationships between dimensions of anxiety, age, gender, and school adjustment in students with specific learning disabilities (SLD). The 177 students with SLD completed measures of anxiety and school adjustment. The results of a hierarchical regression analysis indicated that age and gender together were not significant predictors of attitude to school, and that after the influence of age and gender had been removed students with more physiological and social anxiety, but less worry tended to have poorer attitudes toward school. A second hierarchical regression indicated that younger students reported more negative attitudes toward teachers, and after controlling for age and gender, students with more social anxiety reported more negative attitudes toward teachers. Implications for school personnel are discussed. 相似文献
999.
Jeffrey P. Winer Justin Parent Rex Forehand Nicole Lafko Breslend 《Journal of child and family studies》2016,25(5):1375-1384
While off-time pubertal development has emerged as a potential risk factor for both symptoms of depression and anxiety in youth, the literature is mixed and inconsistent as to (1) how early versus late pubertal timing confers risk for both boys and girls, (2) if the conferred risk is distinct between symptoms of anxiety and depression, and (3) under what social contexts (e.g., family environment, peer relationships) off-time pubertal development may emerge as a potent risk factor for these symptoms. The present study examined the impact of perceived pubertal timing on symptoms of anxiety and depression in two distinct psychosocial contexts: parent’s perceptions of their own harsh parenting and parent’s perceptions of their child’s peer problems. The sample consisted of 412 parents (M = 38.6 years old, SD = 7.8, 60.4 % mothers) of children between the ages of 8 and 17 (M = 12.13, SD = 2.97, 45.4 % girls). All constructs were assessed by parent reports. Linear multiple regression analyses revealed that the interaction between earlier pubertal timing and greater peer problems was significantly related to higher youth depressive and anxiety symptoms. The interaction between earlier pubertal timing and greater harsh discipline was significantly related to higher youth anxiety but not depressive symptoms. Youth gender did not qualify findings. Results suggest that the contextual amplification process of early pubertal timing may occur in both high stress family and peer environments and impact both girls and boys. 相似文献
1000.