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131.
组织结构扁平化导致职涯高原员工逐渐增多,给个体和组织造成了消极影响。本研究通过对338名企业员工的问卷调查探讨自我职涯管理与职涯高原的关系。结果显示:自我职涯管理中的职业探索与层级高原、内容高原及中心化高原正相关;目标确定与层级高原、关注学习与内容高原、注重关系与中心化高原及内容高原负相关;自我展示虽在简单相关分析中与内容高原及中心化高原负相关,但在回归分析中则相关不显著。 相似文献
132.
职业成功(career success)作为职业生涯研究领域的一个前沿主题, 受到了理论界和实务界的广泛关注。研究主要从职业成功的概念、测量、影响因素、实施效果与作用机制等方面, 对国内外相关研究进行了系统梳理与探讨。未来研究应关注无边界职业生涯时代职业成功、开发中国组织情境下职业成功的概念和测量、基于特质激发理论视角分析职业成功的诱因、基于职业成功观分析职业成功的实施效果、探讨中国本土文化的权变作用。 相似文献
133.
Connell A Bullock BM Dishion TJ Shaw D Wilson M Gardner F 《Journal of abnormal child psychology》2008,36(8):1211-1225
This study used latent transition analysis (LTA) to examine changes in early emotional and behavioral problems in children
age 2 to 4 years resulting from participation in a family-centered intervention. A sample of 731 economically disadvantaged
families was recruited from among participants in a national food supplement and nutrition program. Families with toddlers
between age 2 and 3 were randomized either to the Family Check-Up (FCU) or to a nonintervention control group. The FCU’s linked
interventions were tailored to each family’s needs. Assessments occurred at age 2, 3, and 4. The FCU followed age 2 and age
3 assessments. Latent class analyses were conducted on mother reports of behavior and emotional problems from age 2 to 4 to
study transitions among the following four groups: (a) externalizing only, (b) internalizing only, (c) comorbid internalizing
and externalizing, and (d) normative. LTA results revealed that participation in the FCU increased the likelihood of transitioning
from either the comorbid or the internalizing class into the normative class by age 4. These results suggest family interventions
in early childhood can potentially disrupt the early emergence of both emotional and behavioral problems. 相似文献
134.
Multiple methods were used to explore the character, contexts, and correlates of generativity among 41 men aged 45–55. Generativity in the role of worker was unrelated to generativity in men’s roles as father, citizen and ‘leisurite’. Individuals who were generative in their work reported greater job satisfaction and subjective career success. These associations were stronger for generativity targeting societal well-being and fellow-workers’ growth than for creative/productive generativity. As some theorists have argued, therefore, nurturant forms of generativity may be more adaptive in mid/late career than other varieties, and more indicative of psychosocial maturity. The status of creativity/productivity within the generativity construct seems problematic. Our findings offer qualified support for McAdams and de St Aubin’s (McAdams, D.P., & de St Aubin, E. (1992). A theory of generativity and its assessment through self-report, behavioral acts, and narrative themes in autobiography. Journal of Personality & Social Psychology, 62 (6), 1003–1015) contention that generativity is expressed differentially in the domains of concern, commitment and action, and that the different relationships of these generativity domains to third variables can be interpreted in meaningful ways. 相似文献
135.
This study examined the effects of family and career path characteristics on objective and subjective career success among 916 employed mothers. Among family variables, age at first childbirth was positively related and career priority favoring the husband was negatively related to both income and subjective career success; number of children was negatively related and years elapsed since first childbirth was positively related to income only. Among career path variables, career gaps, interorganizational mobility and proportion of one’s career spent in part-time work were negatively related to income; career gaps were negatively related to subjective career success. Income was positively related to subjective career success. Results suggest that integration of traditional and protean career perspectives helps to explain women’s career success. 相似文献
136.
Ramphele M 《The Journal of analytical psychology》2008,53(2):157-167
Abstract: Although South Africa's transition into nationhood has been remarkable by all measures, persistent inequalities remain. These are directly traceable to the impact of the social engineering of apartheid which has left a legacy of poverty and a lack of education. In this talk, I focus on three key dilemmas for South Africans: identity as a nation of citizens with multiple identities, capacity for self‐knowledge and self‐acceptance and openness to new impulses. Acceptance of multiple identities is widespread but how deep is the acceptance of difference, especially when conflicts of opinion emerge? Finding a language of self‐knowledge and acceptance requires a language that enables us to gain greater mastery of the complexities of living in a diverse society. How can psychology help with this task? In African cultures illness is described as a visitation from the ancestors: affected persons become wounded healers whose healing powers come from their acknowledged weakness. To what extent might you, as analytical psychologists, help find the ritual processes and language to be effective healers of your own nation? 相似文献
137.
138.
Social cognitive career theory (Lent, Brown, & Hackett, 1994) was originally designed to help explain interest development, choice, and performance in career and educational domains. These three aspects of career/academic development were presented in distinct but overlapping segmental models. This article presents a fourth social cognitive model aimed at understanding satisfaction experienced in vocational and educational pursuits. The model posits paths whereby core social cognitive variables (e.g., self-efficacy, goals) function jointly with personality/affective trait and contextual variables that have been linked to job satisfaction. We consider the model’s implications for forging an understanding of satisfaction that bridges the often disparate perspectives of organizational and vocational psychology. 相似文献
139.
The learning experiences questionnaire (LEQ; Schaub & Tokar, 2005) was used to examine learning experiences as they relate to SCCT (Lent, Brown, & Hackett, 1994) across the Holland (1997) RIASEC typology. In particular, differences in men’s and women’s career related learning experiences were examined. A sample of 319 undergraduates at a public Midwestern university completed an online survey. Gender differences were observed in reported levels of some learning experiences; similar to prior findings for self-efficacy and interests, women reported more learning experiences in the Social domain, and men reported more experiences in the Realistic and Investigative domains. Results also supported that more reported learning experiences in a given domain relate to higher self-efficacy and outcome expectations in that domain. 相似文献
140.