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491.
David C. DeAndrea Christopher Carpenter Hillary Shulman Timothy R. Levine 《Personality and individual differences》2009,47(8):944-947
Academic dishonesty is a problem in academia and cheating is a problem in society at large. Sensation-seeking was proposed as a personality trait that is positively related to one’s likelihood to cheat. A sample of 105 undergraduates participated in a research activity for course credit where cheating on a trivia game to win a cash prize by taking answers from a sealed folder was an option. As anticipated, sensation-seeking predicted cheating. Consistent with previous research, males were also more likely to cheat than females. Targeted interventions are suggested as a possible remedy. 相似文献
492.
Lang Ma Erin Phelps Jacqueline V. Lerner Richard M. Lerner 《Journal of applied developmental psychology》2009,30(5):628-644
Using data from the first three waves (Grades 5, 6, and 7) of the 4-H Study of Positive Youth Development, this study assessed if being a bully or being a victim accounts for an adolescent's academic competence, if selected contextual and individual variables impact an adolescent's academic competence, and if such impact differs in relation to an adolescent's bullying status. The results of random coefficient hierarchical regression analyses indicated that being a bully predicted lower grades across time, and that being a bully was more detrimental for girls than for boys. Being a bully and being a victim negatively predicted self-perceived academic competence, but these predictive effects did not change over time or differ by sex. Teacher support positively predicted grades and greater parent support and teacher support independently predicted higher self-perceive academic competence. Greater educational expectations and school engagement independently predicted higher self-reported grades, while these two predictors positively interacted in explaining self-perceived academic competence. Unexpectedly, peer support negatively predicted self-reported grades for victims, and negatively predicted self-perceived academic competence for bullies. We discuss the importance of addressing the issue of academic competence in bullying interventions, as well as the utility of capitalizing on developmental assets in promoting academic competence among adolescents who bully and who are bullied. 相似文献
493.
Robert W. Lent Maria do Céu Taveira Daniel Singley 《Journal of Vocational Behavior》2009,74(2):190-198
A social cognitive model of well-being [Lent, R. W. (2004). Toward a unifying theoretical and practical perspective on well-being and psychosocial adjustment. Journal of Counseling Psychology, 51, 482--509.] was adapted to the context of academic adjustment and tested using a longitudinal design. Participants were 252 students at a university in northern Portugal. They completed measures of academic self-efficacy, environmental support, goal progress, and adjustment, along with global measures of positive affect and life satisfaction. Path analyses indicated that the model fit the data well overall. As expected, self-efficacy and environmental support were predictive of goal progress and academic adjustment, and the latter was predictive of students’ global life satisfaction. Self-efficacy and positive affect were found to be reciprocally related to one another. Contrary to expectations, goal progress did not contribute uniquely to the prediction of academic adjustment or life satisfaction. We consider directions for future research applying the social cognitive model to satisfaction in, and adjustment to, educational and work settings. 相似文献
494.
Allan B. I. Bernardo Jerome A. Ouano Maria Guadalupe C. Salanga 《Psychological studies》2009,54(1):28-37
We explored Filipino learners’ concept of academic emotions by studying the words they use to describe their emotional experiences
associated with learning. Two main theoretical frames were used as reference in the analysis: Clore, Ortony, & Foss’ (1978)
taxonomy of emotion words, and Pekrun’s (2006) dimensions of academic emotions. We asked Filipino learners to describe the
positive and negative emotions that they associate with their learning experiences using an open ended questionnaire. The
676 students used 1337 words which were classified into root word categories; 38 categories which were mentioned by at least
1% of the participants were included in the analysis. The interpretive analysis suggested that Filipino learners’ concept
of academic emotions includes appraisals of cognitive and even physical conditions, beyond the typical affective conditions
assumed in theories of emotions and academic emotions. Moreover, Filipino learners’ concepts of academic emotions include
a wider range of emotion concepts, and may require additional characteristic dimensions, compared to what is being studied
in current academic emotions research. 相似文献
495.
496.
主管认知信任和情感信任对员工行为及绩效的影响 总被引:4,自引:0,他引:4
采用问卷调查法,检验主管认知信任与情感信任对员工行为及绩效影响的双路径模型。通过结构方程模型分析563份上下级配对数据,结果显示:主管认知信任通过注意聚焦的完全中介作用正向影响员工的任务绩效和组织公民行为。主管情感信任则通过情感承诺的部分中介作用正向影响员工的任务绩效和组织公民行为,即一方面直接影响员工的任务绩效和个体指向公民行为,另一方面通过情感承诺间接影响员工的任务绩效和组织公民行为。并且,主管情感信任对员工行为和绩效的影响作用要大于认知信任的作 相似文献
497.
Purpose The purpose of this study was to examine the mediating effect of the psychological contracts on the relationship between human
resource (HR) systems and role behavior.
Design/Methodology/Approach Multilevel analyses were conducted on data gathered from 146 knowledge workers and 28 immediate managers in 25 Taiwanese high-tech
firms.
Findings Relational psychological contracts mediated the relationship between commitment-based HR systems and in-role behaviors, as
well as organizational citizenship behaviors. Transactional psychological contracts did not significantly mediate these relationships.
In addition, the results also indicated that commitment-based HR systems related positively to relational psychological contracts
and negatively to transactional psychological contracts.
Practical Implications Commitment-based HR systems could elicit a wide range of knowledge workers’ behaviors that are beneficial to the goals of
the firms. Furthermore, our findings also provide insight into, how HR systems potentially elicit employees’ role behaviors.
Organizations could elicit employees’ in-role behaviors by providing financial and other non-financial, but tangible, inducements
and facilitate employees’ extra-role behaviors by providing positive experiences, such as respect, commitment, and support.
Originality/Value The study is one of the primary studies to empirically examine the mediating effect of psychological contracts on HR systems
and employee behaviors.
相似文献
Yu-Fang YenEmail: |
498.
组织文化、组织文化吻合度与员工的组织公民行为 总被引:1,自引:0,他引:1
以中国普通员工为被试,考察了组织文化、组织文化吻合度与员工组织公民行为(OCB)之间的关系.结果发现: (1)不同年龄、不同类型企业员工的OCB存在显著差异,但在性别、教育水平方面没有差异; (2)不同取向的组织文化对员工不同层面的OCB具有不同的预测作用.具体而言.组织文化对社会层面OCB的预测作用较强;就单一取向的组织文化来看,人本与创新取向的组织文化对OCB的预测作用最强; (3)在组织文化影响员工组织公民行为时,组织文化吻合度具有一定的调节作用,这种调节作用在人本与创新取向以及规范与安定取向的组织文化影响OCB时表现更加明显. 相似文献
499.
500.
In an attempt to understand cultural variation in motivation, we distinguished between the type of motivation (ranging from controlled to autonomous, as conventionally measured) and the subject of motivation (“I” vs. “my family and I”), creating measures of individual and inclusive academic motivation. Support was found for three hypotheses. First, Chinese Canadian and Singaporean students felt less relative autonomy than European Canadian students, on both the inclusive and individual measures. Second, individual relative autonomy was associated with psychological well-being (WB) for European Canadians and Chinese Canadians (Study 1), and Singaporeans (Study 2). Third, inclusive relative autonomy was associated with psychological well-being for Chinese Canadians and Singaporeans, but not European Canadians. Exploratory analyses are also presented, and implications for the theory and measurement of autonomy are discussed. 相似文献