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901.
902.
Maggi W. H. Leung 《Journal of ethnic and migration studies》2017,43(16):2704-2719
ABSTRACTGeographic mobility is increasingly perceived worldwide as a key to academic excellence, career advancement and upward social mobility. Drawing on long-term qualitative fieldwork data, this paper interrogates the impact of academic mobility in reconfiguring class and gender identities among students, early professionals and their families from Hong Kong and Indonesia who have studied or received further training in Germany, the Netherlands and the USA. This analysis problematises the crude ‘academic mobility?→?upward social mobility’ formula and considers international academic mobility as a contextual, dynamic and multi-directional process. Through this process social positions and identities of the moving individuals and families are negotiated in an on-going manner as migrants insert into, depart from and re-insert into the various social milieus where their mobility trajectories touch ground. Narratives of interviewees illustrate the complexity and contradictions in class and gender configurations as students move across borders. They show how these individuals are inserted in contrasting social positionings, and experience how a particular social class or gender position carries different connotations. The paper concludes with a few conceptual and methodological reflections. 相似文献
903.
Elian Aljadeff-Abergel Stephanie M. Peterson Rebecca R. Wiskirchen Kristin K. Hagen Mariah L. Cole 《Journal of Organizational Behavior Management》2017,37(2):171-195
In order to make feedback as effective as possible, it is important to understand its function in the three-term contingency (TTC) and the impact of various factors involved in delivering feedback. Timing of feedback is one factor that can affect the impact of feedback on learner’s behavior. An analysis of timing of feeback may help us getting closer to better understanding how feedback functions in the TTC. The purpose of this study was to evaluate the effects of feedback at different temporal locations. Specifically, feedback was provided either immediately (a) after a teaching session or (b) before the following teaching session, on teaching performance of undergraduate psychology students. The results indicated that feedback provided before the teaching session was more effective in improving teaching skills than feedback that was provided after the session. These findings suggest that feedback may function primarily as an antecedent to future performance and not necessarily as a consequence for past performance. However, the behavioral mechanism that explains these results is not yet clear. Future studies should investigate this further by manipulating the content of feedback prior to the teaching performance. 相似文献
904.
The current study examined passive leadership as a potential antecedent of two commonly studied workplace stressors (i.e. workload and work–family conflict), and investigated its negative effect on employee burnout and physical symptoms via these stressors. We collected two waves of data from 274 focal participants, and one wave of data from their co-workers. Results showed that both self-reported and co-worker-reported passive leadership was positively related to employee burnout and physical symptoms, as well as workload and work–family conflict. Additionally, workload and work–family conflict partially mediated the effects of passive leadership on burnout and physical symptoms, respectively. Our findings support the notion that passive leadership can create a stressful workplace and have a detrimental effect on employees’ health. 相似文献
905.
The study empirically and theoretically contributes to the human resource management discipline by developing and testing a cohesive model drawing on the pertinent literature from expatriate management, burnout and regulatory focus theory. Drawing on data from 233 expatriate managers, the study aims to examine the relationships between expatriate adjustment and the outcomes of job satisfaction and withdrawal cognitions via expatriate burnout. Specifically, the findings reveal that (a) higher levels of both work adjustment and interaction adjustment lead to reduced expatriate burnout, with the former having a greater effect on burnout than the latter; (b) burnout serves as a full mediator between work adjustment and withdrawal cognitions, and a partial mediator between work adjustment and job satisfaction; and (c) regulatory focus serves to moderate expatriate adjustment–outcome consequences, i.e. promotion‐focused (as opposed to prevention‐focused) expatriates demonstrate a stronger burnout–job satisfaction relationship. Several implications are extracted from the study for regulatory theory, burnout and expatriation management practices as well as suggested avenues for future research. 相似文献
906.
We study the problem of locating facilities on the nodes of a network to maximize the expected demand serviced. The edges of the input graph are subject to random failure due to a disruptive event. We consider a special type of failure correlation. The edge dependency model assumes that the failure of a more reliable edge implies the failure of all less reliable ones. Under this dependency model called Linear Reliability Order (LRO) we give two polynomial time exact algorithms. When two distinct LRO’s exist, we prove the total unimodularity of a linear programming formulation. In addition, we show that minimizing the sum of facility opening costs and expected cost of unserviced demand under two orderings reduces to a matching problem. We prove NP-hardness of the three orderings case and show that the problem with an arbitrary number of orderings generalizes the deterministic maximum coverage problem. When a demand point can be covered only if a facility exists within a distance limit, we show that the problem is NP-hard even for a single ordering. 相似文献
907.
Rubia R. Valente 《Race Ethnicity and Education》2017,20(6):851-864
Brazil has high levels of socio-economic inequality and an inequitable distribution of access to higher education. How much of this inequality is associated with race or class is an important question in light of the current debate over affirmative action and the suitability of race and social targeted policies. There are those who claim that racial disparities in the educational system are a result of students’ social status and not a result of racism, while others believe race is an important factor that superposes the effect of class. This study uses national survey data from Brazil’s Exame Nacional do Ensino Médio (National Secondary Education Exam [ENEM]) to examine the relationship between race and access to higher education of high school students between 2004 and 2008. The results document a vicious circle which connects the schooling of the young with their race, socio-economic status, and university attendance. 相似文献
908.
Irga Peter J. Burchett Margaret D. O’Reilly Gabe Torpy Fraser R. 《Urban Ecosystems》2016,19(2):885-898
Urban Ecosystems - Many street trees in urban areas are deciduous and drop leaves during autumn. These leaves are a potential growing substrate for fungi, which when aerosolized and inhaled, can... 相似文献
909.
Guy Itzchakov Dotan R. Castro Avraham N. Kluger 《International Journal of Listening》2016,30(3):120-133
We hypothesized that (a) when people share a meaningful story, as opposed to when they share information, they make their partner listen well, and (b) that narrative-induced listening is positively associated with speakers’ psychological safety and negatively associated with their social anxiety. In Study 1 (N = 45), we showed that a meaningful story is perceived much more as a narrative and higher in narrative quality than two types of informational-discourses (telling about daily routine and describing buildings). In Study 2 (N = 52), we randomly asked participants to either share a meaningful story or tell about their daily routine. The participants sharing a meaningful story reported that their interlocutor was a better listener, d = 0.61, 95% CI |0.32, 0.92|. In Study 3 (N = 42), we compared the effect of sharing a meaningful story to describing buildings, and replicated the results of Study 2, d = 1.10, 95% CI |0.61, 1.59|. Moreover, we found that the perceived listening, which was induced by the narrative, mediated the manipulation effects on psychological safety, and social anxiety. Thus, we concluded that when speakers share meaningful stories they make their partner listen well and consequently experience higher psychological safety and lower feelings of social anxiety. 相似文献
910.
The transition to motherhood starts early in pregnancy and is completed when the mother feels competent in caring for the infant. Becoming the mother of a child with disabilities is demanding as their needs are complex. The aim of the review was to appraise completed qualitative and quantitative reports on the challenges of mothers of children with disabilities regarding their own transition to motherhood. A review of the literature was carried out through, first, a computerized search strategy to identify relevant studies from selected databases and, second, quality appraisal and thematic analysis of selected studies. The transition to motherhood of children with disabilities takes place in the inside world at home, the outside world external to home and the ‘going-between’ world of travelling between the two worlds. The mothers are challenged at home to integrate basic infant care with technical care of their children. In the outside world they often struggled to ensure that their children got the necessary professional care. Travelling between their homes and healthcare services posed many problems. 相似文献