全文获取类型
收费全文 | 198篇 |
免费 | 17篇 |
国内免费 | 4篇 |
专业分类
219篇 |
出版年
2023年 | 4篇 |
2021年 | 4篇 |
2020年 | 9篇 |
2019年 | 8篇 |
2018年 | 11篇 |
2017年 | 9篇 |
2016年 | 15篇 |
2015年 | 5篇 |
2014年 | 9篇 |
2013年 | 11篇 |
2012年 | 1篇 |
2011年 | 6篇 |
2009年 | 8篇 |
2008年 | 10篇 |
2007年 | 4篇 |
2006年 | 4篇 |
2005年 | 4篇 |
2004年 | 4篇 |
2003年 | 2篇 |
2002年 | 2篇 |
2000年 | 1篇 |
1999年 | 1篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1985年 | 3篇 |
1984年 | 6篇 |
1983年 | 6篇 |
1982年 | 8篇 |
1981年 | 10篇 |
1980年 | 4篇 |
1979年 | 5篇 |
1978年 | 7篇 |
1977年 | 5篇 |
1976年 | 4篇 |
1975年 | 7篇 |
1974年 | 10篇 |
1973年 | 7篇 |
排序方式: 共有219条查询结果,搜索用时 15 毫秒
31.
Paulo A. S. Moreira Richard A. Inman Diana Cunha Nuno Cardoso 《Identity: An International Journal of Theory and Research》2019,19(1):29-43
A promising approach to the understanding of identity is the identity functions framework. However, its developmental specificities associated with adolescence remain unexplored. The aim of this study was to develop and test a new measure of the functions of identity as they relate to being a student. Consistent with the theoretical framework, an exploratory analysis with a subsample of high school students revealed five identity functions. A confirmatory analysis with a second subsample found that a higher-order model incorporating these five subscales demonstrated good fit to the data. A bifactor model and statistical indices indicated that it is appropriate to interpret a total student identity score using this instrument. The five subscales, and total scale, demonstrated good convergent validity with a measure of academic behavioral change. These preliminary results suggest that this new instrument presents good psychometric properties and that it is a suitable assessment instrument for the measurement of students’ processes and outcomes. For example, its associations with academic performance stages of changes suggest that this instrument will be useful for identifying students at risk for poor academic trajectories. 相似文献
32.
The current study examined the role of naturally-occurring negative and positive emotion expressivity in kindergarten and children’s effortful control (EC) on their relationships with teachers, academic engagement, and problems behaviors in school. Further, the potential moderating role of EC on these important school outcomes was assessed. Emotion and engagement were observed at school. EC was assessed by multiple methods. Teachers reported on their student–teacher relationships and students’ externalizing behaviors. Children’s emotion expressivity and EC were related to engagement and relationships with teachers as well as behavioral problems at school. Children low in EC may be particularly vulnerable to the poor outcomes associated with relatively intense emotion expressivity as they struggle to manage their emotions and behaviors in the classroom. 相似文献
33.
Mary J. Heppner Dong-gwi Lee P. Paul Heppner Lynn C. McKinnon Karen D. Multon Norm C. Gysbers 《Journal of Vocational Behavior》2004,65(2):217-238
Because problem-solving appraisal has been demonstrated to be a critical variable in psychological adjustment, this study examined its potential role as both a static and dynamic client attribute influencing the process and outcome of career counseling. Participants were 151 adults who received an average of five sessions of naturally occurring career counseling; data were collected before, during, and after counseling. The results indicated that: (a) in line with a static attribute model, clients' pre-counseling problem-solving appraisal scores predicted post-counseling career and psychological outcomes as well as career decidedness even after partialling out clients' pre-decidedness scores; (b) in line with a dynamic attribute model, clients who experienced positive changes in problem-solving appraisal in counseling were more likely to have more positive career resources to use in their career transitions as well greater goal directedness; (c) participation in career counseling related to positive change in problem-solving appraisal scores at a level similar to problem-solving training workshops; and (d) clients' changes in problem-solving appraisal related to changes in the working alliance over time. 相似文献
34.
35.
Richard A. Young Sheila K. Marshall Kristen Foulkes Carla Haber Celine S.M. Lee Carey Penner Hajara Rostram 《Journal of Vocational Behavior》2011,79(2):325-333
Transition is important in the career literature as it identifies times at which people are often likely to consult counselors about issues for which they need help. However, the counseling literature has not provided a conceptualization of, or research on, the joint, goal-directed actions and projects of the counselor and the client, which explicitly reflect the goal-directed nature of the transition itself. To address this issue, 12 counseling dyads, representing 37 counseling sessions, were studied. In these dyads, counseling was observed as the joint, goal-directed action between professional counselors and youth who sought assistance with their transition to adulthood. The data were collected using the action-project method. The counseling sessions were video-recorded, then immediately played back for the counselor and client separately to gather their recalled thoughts and feeling during counseling. Detailed qualitative analysis of the data set addressed the research question, “What are the goal-directed projects that counselors and their clients jointly construct, articulate, and enact relevant to the transition to adulthood?” The findings indicated the relationship and identity are intertwined goal-directed projects within counseling as well as outside of it. These projects contributed to the reframing and reorganization of clients' transition projects outside of counseling in occupational, educational, and familial domains. The findings suggest important implications for counseling youth in transition, that is, counselors and clients explicitly address their joint relationship and identity goals in an effort to realize a mutually satisfactory and important transition to adulthood. 相似文献
36.
中国苏州与美国15岁学生数学学习特征比较 总被引:1,自引:0,他引:1
本研究首次采用"学生能力国际评估计划"(PISA)的学生问卷,对苏州市504名15岁学生的数学学习心理及特征进行了调查研究,并与美国学生数据作比较.调查表明:中国苏州大多数学生在数学学习上具有较强的竞争意识与合作意识,他们会运用多种学习策略;那些对数学有更大兴趣和更高动机的学生,有更积极的自我概念和更少的焦虑体验.中美两国学生的数学学习特征性别差异显著. 相似文献
37.
Business schools are often thought of as being accountable for the individual student’s personal development and preparation
to enter the business community. While true that business schools guide knowledge development, they must also fulfill a social
contract with the business community to provide ethical entry-level business professionals. Three stakeholders, students,
faculty, and the business community, are involved in developing and strengthening an understanding of ethical behavior and
the serious impacts associated with an ethical lapse. This paper discusses the ways the business schools may enhance the student’s
ethical knowledge and understanding, and proposes a roadmap that business schools may use to develop or strengthen a strong
ethical culture.
The authors, Leland Horn and Michael Kennedy, are third year doctorate of management students at Colorado Technical University,
4435 North Chestnut Street, Colorado Springs CO 80907. 相似文献
38.
Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs 总被引:2,自引:0,他引:2
Psychologists and educators have often conceptualized motivation as an individual difference variable, something that some students simply have more of than other students. This view of motivation can underestimate contextual influences. In this article we consider how characteristics of the school and classroom may influence student motivation, as well as the role of educators in shaping school and classroom climate. We describe three motivational perspectives: achievement goal theory, self-determination theory, and social-cognitive theory. The effects on motivation of social relationships with teachers and peers are also considered. 相似文献
39.
Using an experimental design, male (n = 41) and female (n = 46) undergraduate students in the southeastern USA evaluated an identical written lecture by a male and female professor
on pay disparities between men and women in the workforce suggesting sex discrimination. Regardless of the students’ sex,
the male professor and his lecture was rated more positively and less sexist than the female professor. Moderated multiple
regression analysis indicated that more traditional and gender stereotypical attitudes toward women in male students were
related to greater sexism ratings of the female professor compared to the male professor whereas; no differences on ratings
of sexism between the male and female professor were found for male students with more liberal attitudes. 相似文献
40.
Jean Guichard 《Journal of Vocational Behavior》2009,75(3):251-258
In our societies, where jobs are unstable and employment uncertain, and where the traditional social bearings tend to lose their hold, individuals must deal with a major issue: designing their lives. To help them do this, counselors need to develop certain appropriate procedures. This development supposes that knowledge is available about the main factors and processes of self-construction. This article puts forth a general theoretical model that describes self-construction as a system of (past, present and anticipated) subjective identity forms the dynamic of which originates in the tension between two kinds of reflexivity. Furthermore a counseling interview that builds on this self-construction model is outlined. It aims to help clients develop some expectations regarding their future, to consider their system of subjective identity forms from a future perspective and to commit themselves to the advancement of this design and its redesigning. 相似文献