首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   1741篇
  免费   215篇
  国内免费   80篇
  2036篇
  2025年   9篇
  2024年   33篇
  2023年   47篇
  2022年   67篇
  2021年   68篇
  2020年   111篇
  2019年   124篇
  2018年   106篇
  2017年   113篇
  2016年   117篇
  2015年   75篇
  2014年   93篇
  2013年   298篇
  2012年   68篇
  2011年   60篇
  2010年   48篇
  2009年   54篇
  2008年   62篇
  2007年   66篇
  2006年   51篇
  2005年   60篇
  2004年   52篇
  2003年   44篇
  2002年   34篇
  2001年   18篇
  2000年   17篇
  1999年   17篇
  1998年   19篇
  1997年   8篇
  1996年   12篇
  1995年   9篇
  1994年   16篇
  1993年   7篇
  1992年   9篇
  1991年   4篇
  1990年   3篇
  1989年   6篇
  1987年   1篇
  1986年   1篇
  1985年   3篇
  1984年   3篇
  1983年   1篇
  1982年   1篇
  1981年   1篇
  1980年   3篇
  1979年   3篇
  1978年   3篇
  1977年   3篇
  1976年   6篇
  1975年   2篇
排序方式: 共有2036条查询结果,搜索用时 15 毫秒
181.
182.
    
The military is a highly stressful career that requires one to work closely with others. These features of the military render it plausible that skills related to emotional perception and management—or emotional intelligence—would tend to benefit performance within this setting. Hypotheses of this type were examined in a panel study that presented 152 active duty military personnel with a new scenario‐based measure that specifically focused on emotional occurrences within the workplace. As hypothesized, work‐related emotional intelligence (W‐EI) positively predicted task performance, discipline, organizational citizenship, and employees with higher W‐EI levels received a greater number of performance commendations. Additionally, these relationships tended to remain significant in discriminant multiple regressions. Altogether, the results provide important evidence for the benefits of W‐EI within an occupational context that requires a high degree of coordination as well as stress management.  相似文献   
183.
184.
    
The present study evaluated the effects of a self‐management intervention on scheduled data recording by classroom instructors at a school for children with intellectual disability and neurodevelopmental disorders. In a multiple baseline design across two classrooms, the instructors recorded student data according to an established protocol at the school and based on earlier training they had received. During intervention, the instructors self‐monitored implementation of data recording procedures that were prompted by a signal from an automated count‐down timer. The self‐management intervention increased scheduled data recording by participants in both classrooms to 90–100%, and these results were maintained at 1‐ and 2‐month follow‐up assessments. These findings add to the small literature concerning self‐managed approaches to training and performance improvement, extend application within educational settings, and suggest practical advantages for supporting competencies of care providers.  相似文献   
185.
    
The Chinese diaspora brought tablets and effigies of their Taoist gods with them when they migrated to Southeast Asia. Temples in the region hold annual festivals to evoke this passage from the sea to the shore, assisted by makeshift sets, props, and generators with floodlights. In this article, I examine the durational performances of the Nine Emperor Gods Festival in Singapore, which consist of people and deities moving in processions. What does it mean to perform spirituality between the sea and the shore? What happens when this coastline is constantly redrawn with land reclamation? There is a mobile imagery described here: technological media transport yet circumscribe the spiritual to the material stage onshore as devotees invite the deities to land. The spiritual is eventually pulled back, leaving behind its residue (ashes, footprints on the sand, talismans) as the deities depart. Spirituality performed along the coast through technological mediation reveals the contemporary nature of these religious practices.  相似文献   
186.
Based on broaden-and-build theory, this study proposes to expand the happy-productive worker thesis by exploring an emergent operationalization of happiness. To do so, the mediating effect of the dimensions of psychological well-being at work (i.e., relation to oneself, to others and to work) on the relation between resilience and task performance has been tested. A total of 280 Quebec workers filled out validated measures. Obtained by structural equation modelling analyses, the results indicate that the rapport with oneself of psychological well-being at work acts as the only mediator between resilience and task performance. These findings underscore the importance of encouraging the development of interventions that build on the resilience and positive experience of workers to optimize their work performance.  相似文献   
187.
188.
189.
    
This study examined the effect of sense modality (auditory/visual) on emotional dampening (reduced responsiveness to emotions with elevation in blood pressure). Fifty‐six normotensive participants were assessed on tasks requiring labelling and matching of emotions in faces and voices. Based on median split of systolic and diastolic blood pressures (SBP and DBP, respectively), participants were divided into low BP, high BP and isolated BP groups. On emotion‐labelling tasks, analysis revealed reduced emotion recognition in the high BP than the low BP group. On emotion‐matching tasks, reduced emotion recognition was noted in high and also isolated BP group as compared to low BP group for the task that required matching a visual target with one of the four auditory distractors. Our findings show for the first time that even isolated elevations in either SBP or DBP may result in emotional dampening. Furthermore, the study highlights that the emotional dampening effect generalises to explicit processing (labelling) of emotional information in both faces and voices—and that these effects tentatively occur during more pragmatic and covert (matching) emotion recognition processes too. These findings require replication in clinical hypertensives.  相似文献   
190.
The Good Behavior Game (GBG) is a classroom management system that employs an interdependent group contingency, whereby students work as a team to win the game. Although previous anecdotal data have suggested that this arrangement may promote prosocial behavior, teachers may have concerns about its fairness and potential to evoke negative peer interactions (especially toward students who break the rules). We evaluated disruptive behaviors and social interactions during the GBG in a secondary classroom for students with emotional and behavioral disorders, as well as in a primary classroom for students with mild developmental disabilities. Results indicate that the GBG reduced disruptive behaviors; further, negative peer interactions decreased and positive interactions increased when the game was being played. Social validity results indicate that the majority of students thought the interdependent group contingency was fair.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号