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Rhiannon N. Turner Tim Wildschut Constantine Sedikides 《Journal of experimental social psychology》2012,48(1):130-137
Weight stigma, a negative attitude toward persons who are overweight, can lead to emotional detriment (increased vulnerability to depression and anxiety, decreased self-esteem) and discriminatory practices (denial of employment, lower wages, refusal of job promotion or college admission, healthcare deprivation), which have increased dramatically in the United States over the past decade. We report two experiments that implicate nostalgia as a resource or strategy for weight stigma reduction. We hypothesized and found that nostalgia about an encounter with a person who is overweight improves attitudes toward the group “overweight.” Undergraduates who recalled a nostalgic (vs. ordinary) interaction with an overweight person subsequently showed more positive outgroup attitudes. The effect of nostalgia on outgroup attitudes was mediated by greater inclusion of the outgroup in the self and increased outgroup trust (Experiments 1 and 2), as well as reduced intergroup anxiety and greater perceptions of a common ingroup identity (Experiment 2). The findings have interventional potential. 相似文献
484.
Differences in subjective wellbeing were examined among 3,641 men and women in Yunnan, China. Using an urban Chinese sample,
Appleton and Song in World Dev 36:2325–2340, (2008) reported that SWB was positively correlated with income, reporting good health, being married, female, and a Communist Party
member. The current work examines how well these findings hold in the non-coastal province of Yunnan, by gender, and by urban/rural
status. 相似文献
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Nicola Brace Graham Pike Richard Kemp Jim Turner Peter Bennett 《Applied cognitive psychology》2006,20(2):213-226
Previous research that has evaluated the accuracy of facial composites has reported low identification rates. Two studies are reported here that consider whether showing more than one composite of the same suspect might improve the rate of identification. Sixteen participant‐witnesses saw one of two staged events, each involving a different unfamiliar target. Each participant‐witness worked with a police operator to construct a composite of the target they had seen. One, four or eight composites depicting the same target were then shown to individuals familiar with the target. Overall, the results showed that presenting more than one composite increased the rate of identification. In addition, the results of Study 2 suggest that if the police must select just one composite from a number produced by witnesses, then a promising method might be to choose the one which bears most similarity to the other composites in the set. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献
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Briana Hautau Haley C. Turner Erin Carroll Kathryn Jaspers Megan Parker Katy Krohn Robert L. Williams 《Journal of Behavioral Education》2006,15(4):256-273
On 4 of 7 days in each unit of an undergraduate human development course, students responded in writing to specific questions related to instructor notes previously made available to them. The study compared the effects of three writing contingencies on the quality of student writing and performance on major multiple-choice exams in the course. The three contingencies were (1) receiving credit for all writing products each unit, (2) receiving credit for one randomly selected writing product each unit, and (3) receiving no credit for any writing product each unit. On all dimensions of exam performance, writing for daily credit produced higher scores than did writing for random credit and writing for no credit. The daily-writing contingency also produced the highest writing ratings across all units; the writing for random credit produced the next highest writing scores; and the writing for no credit yielded the lowest writing scores. Across all three contingencies, writing scores were highly correlated with performance on multiple-choice exams. 相似文献
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This study broadens organizational contextual considerations by examining organizational learning, participation in organizational
learning activities and organizational climate as possible predictors of self-efficacy. As schools have been studied as organizations
(Handy, 1986, Understanding schools as organizations, Harmondsworth: Penguin; Ostroff, 1993, Organization Behavior and Human Decision Process, 56, 56–90; Ostroff & Schmitt, 1993, Acadamy of Management Journal, 36(6), 1345–1361), this study provides regression results from n = 679 teachers and indicated that organizational climate and organizational learning were significant predictors of teacher
self efficacy, controlling for several individual level variables (i.e., participation in organizational learning, personal
self-efficacy, and teaching efficacy). Differences between results from the sample of teachers and n = 734 non-teachers (e.g., principals, assistant principals, administrators, counselors, paraprofessional, custodial, food
service, and transportation staff) were examined with regard to predictor variables for teaching efficacy. For teachers, both
organizational learning and personal self-efficacy were significant predictors of teaching efficacy, whereas for the group
of non-teachers, they were not. In both groups, however, participation in organizational learning was a significant predictor,
while organizational climate was not (contrary to Taylor & Tashakkori, 1995, Journal of Experimental Education, 63(3), 217–230). Overall, findings provide evidence for extending the research beyond schools and including organizational learning
as a potentially important variable in further studying individual outcomes and organizational effectiveness.
Dr. Timothy J. Tobin is Director of Training and Development at Beers & Cutler PLLC. He is responsible for designing, implementing, and evaluating
the firm’s organizational climate and learning organization initiatives. He is also an adjunct professor at Trinity University
and The George Washington University where he teaches organizational behavior, human resource management, and training courses
among others. He is the recipient of Human Capital Magazine’s Future Human Capital Leader Award. His current research interests
include the interplay between organizational culture, identity, and learning.
Dr. Ralph O. Mueller is professor of educational research and of public policy and public administration at The George Washington University,
Washington, DC, and former Chair of its Department of Educational Leadership. His scholarly interests include proper applications
of and reliability assessment in structural equation modeling (SEM). He is the author/co-editor of two SEM textbooks, among
other writings. Ralph is past chair of the American Educational Research Association’s special interest group on SEM, serves
on the editorial boards of several methodological and applied research journals, and conducts regular SEM training sessions
for national and international audiences.
Dr. Lauren M. Turner is senior lecturer at Northeastern University in the College of Arts and Sciences and the School of Professional and Continuing
Studies. Current teaching focuses on leadership studies. Lauren also facilitates in the Vogt Leadership Program with The Boston
Consortium for Higher Education. Work-based learning, including action learning and facilitation, is at the core of her efforts
to combine classroom and workplace learning. Research interests include self-directed learning and meaningful work, specifically
the intersection of these two disciplines as they relate to a construct for meaningful work. 相似文献
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