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131.
Robert W. Lent Maria Paula Paixão José Tomás da Silva 《Journal of Vocational Behavior》2010,76(2):244-251
The predictive utility of social cognitive career theory’s (SCCT) interest and choice models was examined in a sample of 600 Portuguese high school students. Participants completed measures of occupational self-efficacy, outcome expectations, interests, social supports and barriers, and choice consideration across the six Holland (1997) RIASEC types. The integrated interest-choice model fit the data well across Holland types and generally supported the hypotheses that self-efficacy and outcome expectations jointly predict interests, and that interests mediate the relations of self-efficacy and outcome expectations to choice consideration. Contrary to SCCT, however, social supports and barriers related to choice consideration indirectly, through self-efficacy, rather than directly. The implications of these findings for further research on the cross-cultural validity of SCCT are considered. 相似文献
132.
学业情绪与学业成绩的关系及其影响因素研究 总被引:2,自引:0,他引:2
学业情绪指教学或学习过程中与学生学业相关的各种情绪体验,包括高兴、厌倦、无助、焦虑等。学业情绪与学业成绩之间相互影响:学业情绪对学业成绩具有预测作用、而学业成绩对学业情绪具有回馈作用。学业控制感和成就目标通过影响学业情绪来影响学业情绪与学业成绩之间的关系。未来的研究方向主要在进一步探讨学业情绪与学业成绩之间的关系以及学业情绪对学业成绩的影响机制等方面。 相似文献
133.
Gender and motivation 总被引:2,自引:0,他引:2
Judith L. Meece Beverly Bower Glienke Samantha Burg 《Journal of School Psychology》2006,44(5):351-373
The role of gender in shaping achievement motivation has a long history in psychological and educational research. In this review, gender differences in motivation are examined using four contemporary theories of achievement motivation, including attribution, expectancy-value, self-efficacy, and achievement goal perspectives. Across all theories, findings indicate girls' and boys' motivation-related beliefs and behaviors continue to follow gender role stereotypes. Boys report stronger ability and interest beliefs in mathematics and science, whereas girls have more confidence and interest in language arts and writing. Gender effects are moderated by ability, ethnicity, socioeconomic status, and classroom context. Additionally, developmental research indicates that gender differences in motivation are evident early in school, and increase for reading and language arts over the course of school. The role of the home and school environment in the development of these gender patterns is examined. Important implications for school professionals are highlighted. 相似文献
134.
将医学人文课程的教学目标落到实处 总被引:2,自引:1,他引:1
祝世娜 《医学与哲学(人文社会医学版)》2006,27(12):74-75
教学目标是教学的统帅和灵魂,具有导向、评价、调节、激励等多方面的功能。医学人文素质教育之所以处地乏力状态,很大程度上是没有将医学人文课程的教学目标落到实处。为改变医学人文课程教学乏力的状态,提高教学效果,有必要加强教学目标、教学内容、教学策略、教学资源、教学评价几方面的工作,将医学人文课程的教学目标落到实处。 相似文献
135.
How Do People Pursue Happiness?: Relating Personality, Happiness-Increasing Strategies, and Well-Being 总被引:1,自引:0,他引:1
Five hundred ethnically diverse undergraduates reported their happiness strategies – that is, activities undertaken to maintain
or increase happiness. Factor analysis extracted eight general strategies: Affiliation, Partying, Mental Control, Goal Pursuit,
Passive Leisure, Active Leisure, Religion, and Direct Attempts at happiness. According to multiple regression analyses, these
strategies accounted for 52% of the variance in self-reported happiness and 16% over and above the variance accounted for
by the Big Five personality traits. The strongest unique predictors of current happiness were Mental Control (inversely related),
Direct Attempts, Affiliation, Religion, Partying, and Active Leisure. Gender differences suggest that men prefer to engage
in Active Leisure and Mental Control, whereas women favor Affiliation, Goal Pursuit, Passive Leisure, and Religion. Relative
to Asian and Chicano(a) students, White students preferred using high arousal strategies. Finally, mediation analyses revealed
that many associations between individuals’ personality and happiness levels are to some extent mediated by the strategies
they use to increase their happiness – particularly, by Affiliation, Mental Control, and Direct Attempts.
The authors would like to thank Sabine French for comments on earlier
drafts and Andrew Comrey, Dan Ozer, and Chandra Reynolds for their
valuable statistical advice. 相似文献
136.
We studied whether goal orientation affects the relationships that task difficulty and interest have with self-set goals.
Using a sample of 499 undergraduate students who listed grade goals for their classes, we employed Hierarchical Linear Modeling
to explain differences in the extent to which difficulty and interest related to goals. Higher goals were set for more interesting
and easier classes, and for individuals higher in mastery goal orientation and for those lower in performance-avoidance orientation
(at average levels of interest and difficulty). Furthermore, performance-approach and performance-avoidance orientations reduced
and strengthened (respectively) the effects of task difficulty on self-set goals, and the buffering effect of mastery orientation
was marginally significant.
Portions of this paper were presented at the 19th Annual Conference of the Society for Industrial and Organizational Psychology, Chicago, IL, in April 2004. 相似文献
137.
Jessi L. Smith 《Sex roles》2006,54(3-4):287-296
This project was designed to examine whether and how achievement goals contribute to the effect of gender stereotypes on women's
low expectancies for success on math tasks. Study 1 confirmed predictions from the Stereotyped Task Engagement Process (STEP)
model (Smith, 2004) by demonstrating that, compared to a counter-stereotype situation, women reminded of the gender-stereotype
endorsed performance-avoidance goals. Study 2 tested whether performance-goal adoption differed between men and women. Results
showed that, compared to men, women in a stereotype salient math situation were more likely to endorse performance-avoidance
achievement goals. This performance-avoidance goal adoption in turn, accounted for the negative relationship between participants'
gender and performance expectations for a standardized math test. 相似文献
138.
139.
Leaders who fail to achieve group or organizational goals risk losing follower endorsement. We propose a model in which leader characteristics (leader group prototypicality—the leader’s representativeness of group identity) and goal definition (a maximal goal that ideally would be reached vs. a minimal goal that ought to be reached) interact to affect leadership perceptions after failure. Group prototypical (vs. non-prototypical) leaders are proposed to receive more trust in leadership and, therefore, to be evaluated as more effective by their followers after failing to achieve a maximal goal, but not after failing to achieve a minimal goal. This model was supported in a series of four studies including experimental, field, and scenario paradigms. In addition, we showed that this model holds only after failure and not after success, and more for followers who identify strongly (vs. weakly) with their group. 相似文献
140.
Although people generally endorse intrinsic goals for growth, intimacy, and community more than extrinsic goals for money, appearance, and popularity, people sometimes over-emphasize extrinsic goals, to the potential detriment of their well-being. When and why does this occur? Results from three experimental studies show that psychological threat increases the priority that people give to extrinsic compared to intrinsic goals. This was found in the case of existential threat (Study 1), economic threat (Studies 2), and interpersonal threat (Study 3). Discussion focuses on the possible reasons why threat breeds extrinsic orientations. 相似文献