全文获取类型
收费全文 | 90篇 |
免费 | 7篇 |
国内免费 | 4篇 |
出版年
2023年 | 1篇 |
2022年 | 3篇 |
2021年 | 2篇 |
2019年 | 3篇 |
2018年 | 4篇 |
2017年 | 6篇 |
2016年 | 6篇 |
2015年 | 4篇 |
2014年 | 5篇 |
2013年 | 6篇 |
2012年 | 1篇 |
2011年 | 5篇 |
2010年 | 10篇 |
2009年 | 1篇 |
2008年 | 2篇 |
2007年 | 7篇 |
2006年 | 1篇 |
2005年 | 3篇 |
2004年 | 6篇 |
2003年 | 3篇 |
2002年 | 2篇 |
2001年 | 1篇 |
2000年 | 3篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1995年 | 2篇 |
1993年 | 1篇 |
1992年 | 3篇 |
1991年 | 1篇 |
1989年 | 1篇 |
1985年 | 1篇 |
排序方式: 共有101条查询结果,搜索用时 15 毫秒
51.
52.
Wai Hing Cheuk Kwok Sai Wong Sidney Rosen 《Current psychology (New Brunswick, N.J.)》2003,22(1):47-56
Based on a model on spumed helpers’ reactions, a spurning scale for nurses was constructed with items to assess the extent
to which practicing nurses experience recurrent rejection of their help by patients and colleagues. Three approaches were
employed to examine the validity of the scale: the relationship of the spurning scores with job satisfaction and turnover
scores; the relationships of the spurning scores with burnout scores; and the relationships of the spurning scores with scores
indicative of stress arising from interactions with one's patients, colleagues, and supervisor. Practicing nurses in Hong
Kong (N = 212) who were enrolled in a refresher program of studies responded to a questionnaire containing the variables of
interest. The results offered promising evidence for the validity of the scale. 相似文献
53.
Kwok Sai Wong 《Basic and applied social psychology》2017,39(1):38-48
This study examined (a) the extents to which primary school teachers experienced spurning of their help by peer teachers, (b) how spurned teachers reacted, and (c) how teachers’ self-esteem and importance attached to their teaching abilities influenced their reactions. Seven hundred eighty teachers in Guangzhou, China, responded to 3 waves of questionnaires assessing the variables under study. The results showed that the teachers experienced a moderate level of spurning, were seemingly threatened by the spurning, and reacted by disparaging the personal attributes of rejecting peers, with their self-esteem and importance attached to their teaching abilities exerting moderating effects. 相似文献
54.
Participants were 360 (52.2% male) ethnically diverse and academically at-risk first-grade children attending one of three school districts in southeast and central Texas. Using latent variable structural equation modeling, we tested a theoretical model positing that the quality of the teacher–student relationship in first grade predicts children's peer acceptance the following year, controlling for children's previous externalizing problems and peer acceptance. We also expected that children's classroom engagement would mediate the effect of teacher–student relationship quality on peer acceptance. The hypothesized model provided a good fit to the data. Engagement fully mediated the effect of teacher support on subsequent peer acceptance. Neither ethnicity nor gender moderated the mediation findings. 相似文献
55.
56.
In two experiments, the authors explored factors that might influence a person's tendency to make source-monitoring errors about autobiographical memories. In the first experiment, undergraduates retrieved a memory from childhood (a) that was known about but not remembered, (b) that was remembered, or (c) for which they were unsure of their memory's source. After writing down the memory, experimental groups listened to a guided visualization tape and answered questions about the event--interventions designed to help them focus on details of their memory. Controls also retrieved and wrote down a memory; however, instead of visualizing the memory, they were instructed to conduct a visual search task. Results indicated that guided visualization led participants to rate known memories closer to remembered events. A second experiment examined individual difference variables that might be related to this know-to-remember shift. Results indicated that extraversion, external locus of control, a memory that conveyed fear, and overall affective content predicted this rating. The applicability of these findings to the psychotherapy process is discussed. 相似文献
57.
Methodological issues in cultural and cross-cultural personality research are described. A taxonomy of these studies is presented, based on whether a study is exploratory or tests hypotheses, and whether or not contextual information is measured. Core methodological issues are bias and equivalence: a taxonomy and a brief overview of statistical procedures to examine equivalence are presented, with a focus on procedures for assessing structural equivalence (i.e., similarity of meaning of an instrument across cultures). Examples are given of studies in which cultural and cross-cultural approaches, often seen as antithetical, have been fruitfully integrated. Finally, multilevel models are described in which personality characteristics are examined at individual and cultural level. 相似文献
58.
Realpolitik versus fair process: moderating effects of group identification on acceptance of political decisions 总被引:1,自引:0,他引:1
Three studies examined the effects of perceived procedural justice and the favorability of a group-level outcome on the endorsement of a group-level decision and the evaluation of the authority responsible for the decision. Results showed that, contrary to findings usually seen with individual-level decisions, collective outcome favorability was more important than procedural justice in influencing the endorsement of the decision. Furthermore, increased identification with the group reduced the importance of procedural justice but accentuated the importance of collective outcome favorability. With regard to the evaluation of the authority, the results were similar to those obtained in individual-level decisions: Procedural fairness mattered more than collective outcome favorability. 相似文献
59.
The Role of Leader Morality in the Interaction Effect of Procedural Justice and Outcome Favorability
The present research explored the role of leader morality in the interaction effect of procedural justice and outcome favorability, and attempted to connect justice and morality construct in a new direction. Two studies in different settings and using different designs (a scenario experiment and a survey) yielded convergent results. When leader morality was high, the interaction effect of procedural justice and outcome favorability was significant, and fair procedures mitigated the negative effect of low outcome favorability. When leader morality was low, however, the interaction between procedural justice and outcome favorability was absent. 相似文献
60.
Cross-classified random-effects models (CCREMs) are used for modeling nonhierarchical multilevel data. Misspecifying CCREMs as hierarchical linear models (i.e., treating the cross-classified data as strictly hierarchical by ignoring one of the crossed factors) causes biases in the variance component estimates, which in turn, results in biased estimation in the standard errors of the regression coefficients. Analytical studies were conducted to provide closed-form expressions for the biases. With balanced design data structure, ignoring a crossed factor causes overestimation of the variance components of adjacent levels and underestimation of the variance component of the remaining crossed factor. Moreover, ignoring a crossed factor at the kth level causes underestimation of the standard error of the regression coefficient of the predictor associated with the ignored factor and overestimation of the standard error of the regression coefficient of the predictor at the (k?1)th level. Simulation studies were also conducted to examine the effect of different structures of cross-classification on the biases. In general, the direction and magnitude of the biases depend on the level of the ignored crossed factor, the level with which the predictor is associated at, the magnitude of the variance component of the ignored crossed factor, the variance components of the predictors, the sample sizes, and the structure of cross-classification. The results were further illustrated using the Early Childhood Longitudinal Study-Kindergarten Cohort data. 相似文献