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91.
PAY SATISFACTION AND ORGANIZATIONAL OUTCOMES 总被引:8,自引:0,他引:8
STEVEN C. CURRALL ANNETTE J. TOWLER TIMOTHY A. JUDGE LAURA KOHN 《Personnel Psychology》2005,58(3):613-640
Using multi level and multi method data, we investigated the relationship between pay satisfaction and outcomes at the organizational level of analysis. Individual-level survey data on pay satisfaction (including satisfaction with pay level, satisfaction with pay structure, satisfaction with pay raises, and benefits) were collected from 6,394 public school teachers. Organizational-level outcome data, both survey and archival, were collected from the 117 public school districts employing these teachers. With respect to its influence on organizational outcomes, pay satisfaction was positively related to school district-level academic performance and negatively related to average teacher intention to quit. We also explored the relationship between district-level union satisfaction and pay satisfaction, which was found to be positive. We discuss implications of our findings for for-profit companies that are knowledge based and human capital intensive (e.g., the service sector) and address possible future directions for research on pay satisfaction. 相似文献
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O'Keefe has suggested that variations in the goal sets individuals choose to pursue and the form of reasoning they employ are sources of variation in message designs. She offered an analysis of the specific consequences of differences in goals (“message goal structure”) and in forms of reasoning (“message design logics”), and shouted how this analysis could be used to describe systematically functional variations in regulative messages. The study reported in this article explored the consequences of differences in message design logic and goal structures for success in regulative communication situations; Messages that differed in these properties were presented to subjects for evaluation on a number of functionally significant dimensions. Level of message design logic was straightforwardly associated with every type of effectiveness that was assessed. Differences in message goal structures had more selective effects on message evaluations, often involving interactions with the level of construct differentiation of the message evaluator. 相似文献
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STEVEN W. LECLAIR 《Journal of counseling and development : JCD》1981,59(10):643-646
Researchers from various disciplines use techniques of investigation that are particularly effective in answering questions about specific populations. In this article, the author discusses one technique, path analysis, a model often used in the fields of sociology, economics, and political science. 相似文献
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Although politeness theory offers one explanation for how threats to face arise during compliance-gaining episodes, it neither predicts the conditions under which seeking compliance will create multiple face threats nor explains how such threats arise within specific contexts. The authors challenge and revise politeness theory by analyzing potential implications for both parties' face when the logical preconditions for seeking compliance are framed by specific influence goals. In a test of a revised analysis of face threats, young adults imagined asking favors, giving advice, and enforcing obligations with same-sex friends. Perceived face threats, interaction goals, and message qualities varied substantially across compliance-gaining situations defined by these goals. Directions for exploring the identity implications of influence goals across relationships and cultures are discussed. 相似文献
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STEVEN MICHAEL RALSTON 《Journal of Employment Counseling》1989,26(4):153-160
This investigation offers a concise review of the literature concerning the selection of employment referents and tests the extent to which college students value the recommended selection criteria. 相似文献
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AUDREY S. BAHRICK RICHARD K. RUSSELL STEVEN W. SALMI 《Journal of counseling and development : JCD》1991,69(5):434-438
The effects of a role-induction procedure on beginning counselor-trainees' perceptions of supervision were examined using a 10-minute audiotaped summary of Bernard's (1979) model of supervision. Nineteen trainees were administered the role-induction procedure at either the 2nd, 5th, or 9th week of the academic term. Two self-report scales assessed trainees' conceptualization of supervision as well as expectations and attitudes toward the supervisory process. Results indicated that trainees evaluated supervision more negatively over the time period before the role induction. Following role induction, trainees reported a clearer conceptualization of supervision and a greater willingness to reveal concerns to their supervisors. 相似文献
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