全文获取类型
收费全文 | 1017篇 |
免费 | 95篇 |
国内免费 | 42篇 |
出版年
2024年 | 4篇 |
2023年 | 32篇 |
2022年 | 18篇 |
2021年 | 28篇 |
2020年 | 76篇 |
2019年 | 65篇 |
2018年 | 40篇 |
2017年 | 67篇 |
2016年 | 45篇 |
2015年 | 32篇 |
2014年 | 49篇 |
2013年 | 146篇 |
2012年 | 24篇 |
2011年 | 29篇 |
2010年 | 27篇 |
2009年 | 27篇 |
2008年 | 33篇 |
2007年 | 39篇 |
2006年 | 38篇 |
2005年 | 27篇 |
2004年 | 34篇 |
2003年 | 20篇 |
2002年 | 24篇 |
2001年 | 13篇 |
2000年 | 9篇 |
1999年 | 13篇 |
1998年 | 12篇 |
1997年 | 15篇 |
1996年 | 7篇 |
1995年 | 9篇 |
1994年 | 12篇 |
1993年 | 8篇 |
1992年 | 18篇 |
1991年 | 7篇 |
1990年 | 5篇 |
1989年 | 4篇 |
1988年 | 10篇 |
1987年 | 4篇 |
1986年 | 11篇 |
1985年 | 9篇 |
1984年 | 10篇 |
1983年 | 4篇 |
1982年 | 9篇 |
1981年 | 11篇 |
1980年 | 9篇 |
1979年 | 4篇 |
1978年 | 5篇 |
1977年 | 4篇 |
1976年 | 5篇 |
1975年 | 3篇 |
排序方式: 共有1154条查询结果,搜索用时 0 毫秒
81.
Formerly, researchers often treated adult attachment as a trait‐like construct with consistency across relationship contexts. However, recent studies have shown that people possess multiple relationship‐specific attachment representations, and inter‐correlations among them are only in a small‐to‐medium range. The aim of this study is to test whether these variable‐centred results could be replicated in China and further supplement them with a person‐centred analysis focusing on identifying prototypical patterns of multiple working models across relationships. We administrated measurements of general and four relationship‐specific (mother/father/best friend/romantic partner) working models and indicators of psychological adjustment upon 302 Chinese college students. Results from variable‐centred analysis demonstrated the cross‐relationship variability in working models. Furthermore, global indicators of psychological adjustment were better predicted by general models, while relationship‐specific indicators were better predicted by corresponding relationship‐specific models. These results largely replicate previous Western studies, supporting the existence of multiple attachment representations in China. In person‐centred analysis, a latent profile analysis identified four typical classes of working model profiles: all‐average, all‐secure, romantic‐insecure and peer‐secure. These classes differed not only in the cross‐relationship variability of their working models, but also in their levels of psychological adjustment. These interesting patterns may have theoretical implications and are worthy of further examination. 相似文献
82.
We investigated teacher versus student seat selection in the context of group and individual seating arrangements. Disruptive behavior during group seating occurred at twice the rate when students chose their seats than when the teacher chose. During individual seating, disruptive behavior occurred more than three times as often when the students chose their seats. The results are discussed in relation to choice and the matching law. 相似文献
83.
The present study investigates the relationship between individual differences, indicated by personality (FFM) and general mental ability (GMA), and job performance applying two different methods of correction for range restriction. The results, derived by analyzing meta-analytic correlations, show that the more accurate method of correcting for indirect range restriction increased the operational validity of individual differences in predicting job performance and that this increase primarily was due to general mental ability being a stronger predictor than any of the personality traits. The estimates for single traits can be applied in practice to maximize prediction of job performance. Further, differences in the relative importance of general mental ability in relation to overall personality assessment methods was substantive and the estimates provided enables practitioners to perform a correct utility analysis of their overall selection procedure. 相似文献
84.
85.
The aim of this study was to determine the role of executive functions (EFs) in early school achievement when a variety of potential confounding factors were controlled. Measures of EF (inhibition, flexibility, and working memory) and school readiness were administered to a sample of 85 kindergartners (39 boys and 46 girls, 5-6 years old). School achievement was then assessed at the end of Grade 1. Results show math and reading/writing skills at the end of Grade 1 to be associated with kindergarten EFs. Only working memory contributed uniquely to the variance in school achievement after all covariates (preacademic abilities, affective variables, and family variables) were controlled and, even then, only with respect to math skills. On the other hand, working memory and inhibition had an indirect effect on reading/writing skills via anger-aggression. EF implication in school achievement is discussed in terms of task demands and child age. 相似文献
86.
Daniel Leising Sabrina Krause Doreen Köhler Kai Hinsen Allan Clifton 《Journal of research in personality》2011,(6):631-641
In order to better integrate research on personality pathology, interpersonal problems, and social skills, we applied the traditional methods of these three research strands (questionnaires, interviews, and interpersonal role-plays) to the same sample. Participants who attributed higher levels of interpersonal problems to themselves in general were also more critical of their own role-play performances, but these impressions were not mirrored by observer-ratings. Self-observer agreement in judging overall role-play performance was essentially zero. Interviewer-ratings of personality pathology had incremental validity over self-ratings in predicting observer-rated role-play performance. Self-reports of interpersonal functioning leave relevant behavioral variance untapped and thus should be complemented by other sources of information. 相似文献
87.
Keisuke Takano Shinji SakamotoYoshihiko Tanno 《Personality and individual differences》2011,51(4):515-520
Self-focus can be divided into adaptive and maladaptive aspects, that is, self-reflection and self-rumination respectively. This study explores how these distinctive forms of self-focus are associated with interpersonal skills required for beginning and maintaining social relationships, and with negative emotional regulation when one experiences interpersonal problems. A survey of 150 undergraduates (Study 1) indicated contrasting cross-sectional associations between self-reflection and self-rumination and interpersonal skills; self-rumination is associated with perceived impaired interpersonal skills, whereas self-reflection is associated with the improved skills. In Study 2, using a four-wave longitudinal design, we investigated the buffering effects of self-rumination and self-reflection on negative emotional reactivity to interpersonal conflicts. Analysis of multilevel models indicated that self-rumination predicts a greater increase in negative affect after one experiences negative interpersonal events, whereas self-reflection had no such effects on the negative affect. These results suggest that self-rumination is associated with perceived impaired interpersonal skills, which could delay problem solving and exacerbate the effect of interpersonal problems, thereby leading to dysphoria. In contrast, self-reflection might contribute to the maintenance of relationships in usual or stable conditions but does not aid emotion regulation or problem solving in difficult or negative situations such as when one experiences interpersonal problems. 相似文献
88.
Sex differences have been previously found in cognitive and affective predictors of math achievement, including spatial skills and math attitudes. It is important to determine whether there are sex differences not only in the predictors themselves, but also in the nature of their relation to math achievement. The present paper examined spatial skills and math attitudes as predictors of curriculum-based measures of math performance in middle-school students, specifically comparing the patterns of these predictive relations for boys and girls. The results of the current study showed that, despite similar levels of math performance for boys and girls, the significance of particular predictors varied as a function of sex. Specifically, spatial skills predicted math performance in boys, but not in girls. We suggest that sex differences in spatial reasoning in conjunction with the differential involvement of spatial reasoning in math problem solving may lead to later sex differences in math outcomes. 相似文献
89.
《Pratiques Psychologiques》2014,20(3):181-196
What pedagogical skills are necessary for first-time college instructors? Ninety-two faculty (M = 41.3 years old, 68% female, 90.2% white, 91% born in the US) and 64 graduate students (M = 28.3 years old, 83% female, 87.5% white, 81% born in the US) listed the top three skills they believed were essential to instructors’ success in the college classroom. Despite differing levels of classroom teaching experience, graduate students and faculty members prioritized “survival” skills: public speaking, organization, and content mastery. Notable differences did emerge: faculty members were more likely to list reflection on teaching and graduate students were more likely to list classroom management and comfort with technology. Faculty also preferred more informal training methods (e.g., self-reflection, mentorship), whereas graduate students preferred more formal training methods (e.g., practice/experience, seminar/workshop). Recommendations for graduate teacher training programs include a focus on lower as well as higher-level skills and an attempt to incorporate formal and informal training methods. 相似文献
90.
《Psychologie du Travail et des Organisations》2022,28(1):37-61
A proportion of 55 % of school administrators experience a high level of job stress mainly caused by relationship conflicts and overwork. According to the demands and resources of employment model, having personal resources would protect against the harmful effect of the difficulties experienced and the more specific a resource, the more it can counter the effect. Thus, political skills (HP) would decrease the effect of demands related to relationship conflicts, while the sense of self-efficacy (PES) decreases the negative impact of the workload on the PES. The objective of this study is to verify the effect of personal resources, HP and MS, on the relationship between job demands and job psychological health. A total of 232 school administrators from Quebec participated in the study. Job demands, as well as personal resources, are linked to anxiety and serenity according to Bakker and Demerouti (2007). Nevertheless, the SEP does not interact with the relationship of demands and psychological health in employment (PES). In addition, only the social astuteness dimension of HP moderates the relationship of demands and anxiety. 相似文献