全文获取类型
收费全文 | 397篇 |
免费 | 30篇 |
专业分类
管理学 | 45篇 |
民族学 | 6篇 |
人口学 | 50篇 |
丛书文集 | 2篇 |
理论方法论 | 57篇 |
综合类 | 4篇 |
社会学 | 240篇 |
统计学 | 23篇 |
出版年
2023年 | 7篇 |
2022年 | 3篇 |
2021年 | 8篇 |
2020年 | 21篇 |
2019年 | 24篇 |
2018年 | 34篇 |
2017年 | 30篇 |
2016年 | 21篇 |
2015年 | 21篇 |
2014年 | 18篇 |
2013年 | 64篇 |
2012年 | 23篇 |
2011年 | 30篇 |
2010年 | 13篇 |
2009年 | 12篇 |
2008年 | 13篇 |
2007年 | 11篇 |
2006年 | 12篇 |
2005年 | 10篇 |
2004年 | 8篇 |
2003年 | 3篇 |
2002年 | 8篇 |
2001年 | 5篇 |
2000年 | 4篇 |
1999年 | 2篇 |
1998年 | 2篇 |
1997年 | 4篇 |
1996年 | 3篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1982年 | 1篇 |
排序方式: 共有427条查询结果,搜索用时 15 毫秒
31.
- Use multiple informants.
- Children can provide useful information.
- Comprehensive abuse risk assessment.
32.
In this study we examined children's self‐efficacy, outcome expectations, and outcome values in relation to bystander responses in bullying situations. We proposed that beyond the effect of self‐efficacy, the decision to defend the victim of bullying vs. remain passive vs. reinforce the bully depends on outcomes children expect from defending, and on the value they place on these outcomes. Our sample consisted of 6397 Finnish children (3232 girls and 3165 boys) from third, fourth, and fifth grades (mean ages 9–11 years). Results showed that the motivational underpinnings of defending the victim, remaining passive, and reinforcing the bully varied. Defending was associated with the expectation that the victim feels better as a result of defending as well as valuing such an outcome. Reinforcement of bullying was associated with negative expectations and not caring about the positive outcomes. Conflicting expectations and values were linked to remaining passive. Results are discussed in terms of their implications for anti‐bullying interventions. 相似文献
33.
34.
Katie M. Edwards PhD Megan J. Murphy MS Erin C. Tansill MS Christina Myrick BA Danielle R. Probst PhD Rebecca Corsa BA 《Journal of American college health : J of ACH》2013,61(3):204-210
Abstract Objective: This study assessed the process of leaving an abusive dating relationship utilizing a qualitative design. Methods: Participants included 123 college women in abusive dating relationships who participated at the beginning and end of a 10-week academic quarter. Results: Qualitative content analyses were used to analyze the transcribed responses to an open-ended question about women's leaving processes over the interim period. A variety of categories and themes emerged for women in different stages of the leaving process, consistent with the Transtheoretical Model of Change and Investment Model. Data also underscored women's lack of acknowledgment, minimization, and normalization of abuse. Conclusions: These data demonstrate the importance of dating violence intervention and prevention programming on college campuses and offer information that may be useful to college health providers who assist women in abusive dating relationships. 相似文献
35.
36.
Thomas G. Szabo Sharlet D. Rafacz William Newsome Christina A. Lydon 《Journal of Organizational Behavior Management》2013,33(4):274-296
The current study combined a management technique termed “Service Review” with performance scorecards to enhance staff and consumer behavior in a human service setting consisting of 11 supervisors and 56 front-line staff working with 9 adult consumers with challenging behaviors. Results of our intervention showed that service review and scorecards produced significant staff behavior changes that were maintained over time. Positive consumer outcomes were also correlated with staff performance changes. The behavioral package of training, clinical consultation, service review, biweekly manager meetings, scorecards, and public posting has the potential to reduce the need for monetary staff incentives. 相似文献
37.
38.
39.
Christina McMahon 《Intercultural Education》1997,8(2):169-184
This paper outlines how a school climate and culture can be changed through the implementation of a Whole School Approach to Conflict Resolution and Peer Mediation Skilling. The role of external consultancy (Conflict Resolution Network Schools Development), consisting of specialist consultants with an education background, is part of a general “grassroots” movement, led by the Conflict Resolution Network and affecting institutions, business and groups in our society. The paper firstly emphasises conflict resolution skill training (12 Skills Toolkit) to educators by the consultant. Secondly, a 10 step implementation process is presented to educators who generally hold administrative positions. Two case studies are included to provide examples of different approaches based on the initial conflict resolution skilling of teachers. Don White from James Busby High School gives a brief history of the stages of implementation of conflict resolution skills in his school. Dilcie Singh outlines the linking of a Peer Mediation program to part of the school visison “Valuing People”. 相似文献
40.