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171.
The present study explored social and emotional loneliness, and victimisation among a sample of adult male prisoners. 241 prisoners took part, completing a behavioural measure of behaviours indicative of bullying (DIPC-R: Direct and Indirect Prisoner behaviour Checklist, Ireland, J.L. 2003. The Direct and Indirect Prisoner behaviour Checklist -- Revised. Psychology Department, University of Central Lancashire). and a measure of social and emotional loneliness (SELSA: Social and Emotional Loneliness Scale for Adults, DiTommaso, E. & Spinner, B. (1993). The development and initial validation of the social and emotional loneliness scale for adults (SELSA). Personality and Individual Differences, 14, 127-134.). Differences between the groups involved in bullying (i.e. pure bullies, pure victims, bully/victims and those not involved) were noted, with victim groups (pure victims and bully/victims) presenting with higher levels of social loneliness than those not-involved. Emotional loneliness was not a distinguishing characteristic for membership to the pure victim or bully/victim group, and instead was found to be associated with the type and amount of victimisation reported: victims who reported multiple types of victimisation presented with higher levels of emotional (family) loneliness than victims reporting just one type of victimisation. Increased victimisation was also associated with increased levels of social and emotional loneliness, most notably with regards to indirect victimisation. The results are discussed with reference to the environment in which the victimisation is taking place, and we outline a potential application of life events and added stress models in understanding social maladjustment (loneliness) among prisoners. 相似文献
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The association of distress and denial of responsibility with maladaptive personality traits and self‐esteem in offenders 下载免费PDF全文
Sharon Xuereb Jane L. Ireland John Archer Michelle Davies 《Legal and Criminological Psychology》2015,20(1):176-189
This study aimed to examine the relationship of offenders' distress and responsibility with maladaptive personality traits, self‐esteem, and offence‐type. It also further validated the Distress and Responsibility Scale (DRS; Xuereb et al., 2009a, Pers. Individ. Diff., 46, 465). A new sub‐scale measuring social desirability was included and assessed in the DRS. Maladaptive personality traits and self‐esteem were measured in relation to the following predictions: (1) that maladaptive personality traits would positively correlate with distress (2) that self‐esteem would negatively correlate with distress and acknowledging responsibility. The sample was 405 male sexual, violent, and general offenders from a UK prison. Participants anonymously completed a questionnaire measuring the variables under investigation. The factor‐structure of the DRS was confirmed via Confirmatory Factor Analysis after minor changes. No significant differences in distress and denial of responsibility were found between sexual, violent, and general offenders. Maladaptive personality traits positively correlated with chronic and offence‐related distress, chronic self‐blame, and minimization of offence harm. Chronic and offence‐related distress and responsibility negatively related to self‐esteem. The study concludes that the DRS has reached stability, and that the social desirability scale increases the measure's validity. Assessment and treatment for offence‐related distress and denial of responsibility should be offered to all offence groups. Offenders would benefit from structured interventions to manage difficulties associated with maladaptive personality traits, including chronic distress and self‐blame. Finally, it was concluded that self‐esteem might serve a self‐defensive function for offenders. 相似文献
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Natalie Kretsch Jane Mendle Jessica Duncan Cance Kathryn Paige Harden 《Journal of youth and adolescence》2016,45(8):1696-1710
Self-report measures of perceived pubertal timing correspond only weakly with clinical measures of “objective” physical development. Peer and school contexts shape adolescents’ self-perceptions of pubertal timing. The current study examined associations between perceived pubertal timing and the pubertal timing reported by nominated friends and schoolmates. Participants included 2817 adolescents (Mage = 16.6; 49 % female; 16 % Black; 20 % Hispanic) from the National Longitudinal Study of Adolescent Health. Three measures of pubertal timing were included: age-standardized ratings of body changes, comparisons of development relative to peers (relative timing), and, in females, age at menarche. It was hypothesized that relative timing, which explicitly asks adolescents to compare themselves to their peers, would be related to the age-standardized pubertal timing of nominated friends and schoolmates. Surprisingly, there were no associations between relative timing and age-standardized pubertal timing reported by peers, suggesting that pubertal self-perceptions do not fluctuate in response to the average level of development in a friend group. Instead, males were similar to nominated friends and schoolmates in age-standardized ratings of body changes, and females were similar to nominated friends in relative timing, controlling for race, ethnicity, and age. Different self-report measures of pubertal timing index different underlying constructs, and the social processes that influence adolescents’ perceptions of pubertal maturation may differ between genders. 相似文献
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Over the last 25 years, Canadian women have made significant inroads to the academy as students, faculty, and administrators. Their contribution is reflected in curriculum that now addresses women and through the development of undergraduate and graduate programs in women's studies. Above all, certain aspects of women's work in the academy have challenged masculinist notions of research methodology and pedagogy. In spite of these gains and contributions, women largely remain in the “A” ranks in academe—assistant, associate, acting. This article argues, and demonstrates through personal accounts, that current definitions of scholarship, widely held in the academy, prevent the advancement of women precisely because some feminist models of research and pedagogy present a challenge to academic hierarchy. Hence, the new equity challenge facing academic women is found in definitions of scholarship used for evaluation in tenure and promotion cases. 相似文献
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