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151.
152.
《Journal Of Applied School Psychology》2013,29(2):81-98
ABSTRACT Victimization experiences of 504 racially diverse high school students were evaluated. Questionnaires assessed sexual harassment victimization, psychological and physical abuse in dating relationships, peer victimization, childhood sexual abuse, school belonging, and psychological functioning. Results showed that 70% of students had been sexually harassed by peers during the past year, 40% had experienced physical dating violence, 66% had been victimized by emotional abuse in dating relationships, and 54% had been bullied. A cluster analysis of victimization measures revealed heterogeneity in victimization experiences; five distinct groups of students emerged. Individuals who had experienced multiple forms of victimization tended to have lower psychological well-being and a diminished sense of school belonging. Results are discussed in terms of implications for clinical and school interventions. 相似文献
153.
从四所小学的10个班中挑选出高欺负-受欺负班和低欺负-受欺负班,使用p*模型分析班内朋友关系的网络结构特点及其与欺负、受欺负的关系。结果发现:(1)低欺负-受欺负班级中的同伴关系网络倾向于形成开放性朋友关系结构,如边、2-星、3-星、4-星结构;高欺负-受欺负班级中的同伴关系网络倾向于形成闭合性朋友关系结构,如三角形、孤立者结构;(2)高、低欺负-受欺负班级中,欺负者均处于同伴关系网络的边缘化位置,且所处的关系结构位置与自身欺负水平的关联不显著;(3)受欺负者所处的关系结构位置与自身受欺负水平的关联也不显著,但是在低欺负-受欺负班中,受欺负者倾向处于同伴关系网络的边缘化位置,而高欺负-受欺负班中,部分受欺负者处于边缘化位置,部分受欺负者处于闭合性关系结构的核心位置。 相似文献
154.
Chris Woodrow David E Guest 《European Journal of Work and Organizational Psychology》2017,26(2):221-233
Leadership behaviour has been identified as an important antecedent of workplace bullying since managers may prevent, permit, or engage in the mistreatment of others. However, the issue of how managers respond when bullying occurs has received limited attention. With this in mind, the aim of this study was to explore how managers behave when bullying occurs in their work group and to elucidate the contextual issues that underlie this behaviour. This was achieved through analysis of in-depth interviews with individuals involved in cases of bullying. The findings revealed a typology of four types of management behaviour in cases of bullying, each underpinned by contextual factors at the individual, group, and organizational levels. The study shows that the role of leadership in workplace bullying is more complex than previously thought and suggests several ways in which managers and organizations could deal with bullying behaviour. 相似文献
155.
《Revue Européene de Psychologie Appliquée》2017,67(3):163-169
IntroductionThe high prevalence and numerous negative correlates of weight-related bullying among youth emphasize the need to prevent and counter this phenomenon in school settings. This scoping review aims at: (a) determining whether the anti-bullying programs identified in previous systematic reviews and meta-analyses take weight-related bullying into account, and (b) pinpointing effective intervention strategies against weight-related bullying.Literature findingsNone of the 10 systematic reviews and meta-analyses retained addressed weight-related bullying directly. However, their findings highlighted some intervention strategies that may help prevent and reduce this type of bullying.Discussion and conclusionThe results underscore the need to consider weight-related bullying more closely in anti-bullying programs implemented in elementary, middle, and high schools. It is also important to target the intervention strategies most likely to lead to the prevention and reduction of weight-related bullying. Such strategies could include, for example: (a) education, training, and awareness-raising, for school personnel, concerning weight bias, norms and prejudices; and (b) social and emotional support for students who are victims of weight-related teasing or bullying. 相似文献
156.
Hicks SC Bethune KS Wood CL Cooke NL Mims PJ 《Journal of applied behavior analysis》2011,44(3):675-679
Some students with intellectual disabilities require explicit instruction of language skills, including preposition use; however, little is known about effective ways to teach preposition use to this population. This study examined direct instruction (DI) to teach students to use and respond to prepositions. Results indicated that DI was an effective way to teach prepositions. Limitations and directions for future research are discussed. 相似文献
157.
Marzena Cypryańska John B. Nezlek Aleksandra Jaskółowska Magdalena Maria Formanowicz 《The Journal of social psychology》2017,157(2):129-142
Self-humanization is defined as the tendency to view oneself as more essentially human than others. Researchers have claimed that people attribute human nature traits more strongly to themselves than to others, but not uniquely human traits. In this article we suggest that such claims are based on the misinterpretation of results. Most studies have not presented mean comparative judgments, making it impossible to determine whether people thought they possessed characteristics less strongly or more strongly than the average person. We found that people (N = 256) in Poland, Italy, and Korea perceived themselves as possessing desirable human nature and uniquely human characteristics more than others, as possessing undesirable uniquely human traits less than others, and as similar to others in terms of undesirable human nature characteristics. It seems that being more human than others means possessing some traits more than others and possessing some traits less than others. 相似文献
158.
Some children who bully others are also victimized themselves (“bully‐victims”) whereas others are not victimized themselves (“bullies”). These subgroups have been shown to differ in their social functioning as early as in kindergarten. What is less clear are the motives that underlie the bullying behavior of young bullies and bully‐victims. The present study examined whether bullies have proactive motives for aggression and anticipate to feel happy after victimizing others, whereas bully‐victims have reactive motives for aggression, poor theory of mind skills, and attribute hostile intent to others. This “distinct processes hypothesis” was contrasted with the “shared processes hypothesis,” predicting that bullies and bully‐victims do not differ on these psychological processes. Children (n = 283, age 4–9) were classified as bully, bully‐victim, or noninvolved using peer‐nominations. Theory of mind, hostile intent attributions, and happy victimizer emotions were assessed using standard vignettes and false‐belief tasks; reactive and proactive motives were assessed using teacher‐reports. We tested our hypotheses using Bayesian model selection, enabling us to directly compare the distinct processes model (predicting that bullies and bully‐victims deviate from noninvolved children on different psychological processes) against the shared processes model (predicting that bullies and bully‐victims deviate from noninvolved children on all psychological processes alike). Overall, the shared processes model received more support than the distinct processes model. These results suggest that in early childhood, bullies and bully‐victims have shared, rather than distinct psychological processes underlying their bullying behavior. 相似文献
159.
160.
This study assesses how beliefs about aggression and personality can predict engagement in intra‐group bullying among prisoners. A sample of 213 adult male prisoners completed the DIPC‐SCALED (bullying behavior), the EXPAGG (beliefs toward aggression), and the IPIP (a five‐factor measure of personality). It was predicted that bullies would hold greater instrumental beliefs supporting the use of aggression than the other categories, with perpetrators reporting lower scores on agreeableness, conscientiousness, and openness to experience, and higher scores on neuroticism (i.e. low scores on emotional stability) than the remaining sample. Bullies and bully‐victims endorsed greater instrumental aggressive beliefs than the victim category. Only one perpetrator group, bullies were predicted by reduced levels of agreeableness and increased levels of neuroticism, whereas bully/victims were predicted by decreased levels of neuroticism. Limitations of this study and directions for future research are discussed. Aggr. Behav. 36:261–270, 2010. © 2010 Wiley‐Liss, Inc. 相似文献