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    Difference between loneliness and mental health of sophomores and juniors with different sexes and majors
    不同性别及科系大学二、三年级学生孤独感与心理健康的差异
    Relationship between mental health condition and social support in foreign language university students as well as differences between the sexes
    外语院校大学生心理健康状况与社会支持的相关性及其性别差异
    The article researches the relationship between learning disabilities' self-regulation in junior high school and their scores, and distinguishes the differences in grades, sexes, parents' knowledge, careers and so on by the methods of experiment, investigating and individual case analyzing.
    本文运用实验研究法、问卷调查法、个案分析等方法,对初中学业不良学生的学习自我监控与学习成绩的关系、初中学业不良学生的学习自我监控的年级、性别、父母文化、职业等方面的差异进行了研究,对初中学业不良学生学习自我监控的培养模式进行了初步的探索。
    (4) The subjects’ self-concept discrepancy significantly differed according todifferent grades(F=6.99, p<.000), sexes(t=-2.33, p<.05) and economic status(F=26.96, p<.000).
    (4)大学生被试的自我概念差异得分存在显著的年级(F=6.99, p<.000)、性别(t=-2.33, p<.05)和经济状况来源差异(F=26.96, p<.000)。
    ②There were no significant differences in Defense Style between urban and rural college students(P >0.05),but obvious differences between sexes(P<0.05).
    ②大学生防御方式的性别差异显著(P<0.05),而城乡差异均不显著(P>0.05);
    ②There were significant differences in the sense of self-loneliness between sexes(t=3.15,P < 0.01),and the female students were more serious than the male college students;
    ②性别变量在自我孤独感维度上差异存在显著性意义(t=3.15,P<0.01),即女生高于男生;
    Correlation between the life quality of elderly people and their sexes, ages, cultural degree and diseases: The scores of physiology, psychology, social relationship and environment of elderly people were negatively correlated with their life qualities (P < 0.01), while were positively correlated with their educational level (P < 0.01).
    ①老年人生活质量与年龄、性别、文化程度及躯体患病情况的关系:社区老年人生活质量的生理、心理、社会关系、环境4个领域评分与年龄呈显著负相关(P<0.01),与文化程度呈正相关(P<0.01);
    There were significant differences in objective emotional loneliness(P=0.008,P<0.05) and social support(P=0.029,P<0.05) between students of different sexes.
    性别在客观情绪孤独(P=0.008,P<0.05)与社会支持(P=0.029,P<0.05)方面存在差异且主效应显著。
    An Experimental Research on the Relationship Between the Character of Stimulus and the Implicit Aggression of Sexes
    刺激物属性与内隐攻击性的性别差异
    5. To avoid-failure attribution, there were remarkable differences between sexes or grades.
    5、对于避败归因,不同性别、不同年级的学生之间存在着显著性差异。
    Then analysis were performed to explore the continuity and cohere of the development of personality structure using samples data sets of different schooling level, and to discriminate the sexual difference of personality structure using sets of different sexes.
    同时,通过对不同学段常模数据的分析,考察学生性格结构发展的连续性与连贯性; 通过对不同性别常模数据的分析,考察学生性格结构的性别差异。
    Then the same analysis were performed to consider the continuity and cohere of the development of personality type characteristics using samples data of different level, to discriminate the sexual difference of personality type characteristics using samples data of different sexes.
    同时,也考察学生性格类型特征发展的连续性与连贯性以及学生性格类型特征的性别差异。
    1. The scores of girls on whole SWB, life satisfaction, friend support, other support and total social support are higher than boys, on the other hand, there are no difference on positive affect, negative affect and family support between sexes.
    1、总体主观幸福感、生活满意度、朋友支持、其他支持以及总的社会支持存在性别上的差异,女生的得分均高于男生,而在积极情感和消极情感以及家庭支持方面则没有表现出性别差异;
    1. There proves no difference between the sexes and years of educationbefore and after the course of treatment tested by the Clinical Memory Score and Reaction Time.
    1、电抽搐治疗前后不同性别、不同受教育程度抑郁症患者,经临床记忆量表测定,认知功能无显著性差异。
    This experiment used RJR (remember - the judgment of FOK - recognition) paradigm. Experimental design was 2 3 2 2 mixed design. The four factors were two types of subjects (learning-disabled students and non-learning-disabled students), grades (grade 2 in primary school, junior middle school and senior middle school), sexes (male and female) and material types (meaningful and meaningless associated Chinese word-pairs).
    本研究采用RJR(回忆—FOK 判断—标准测验)实验研究范式,使用2(学困生和非学困生)×3(小五、初二和高二)×2(男和女)×2(有意义联系词对和无意义联系词对)四因素混合实验设计,其中,学生类型、年级和性别是组间变量,材料性质是组内变量。
    5.There is no significant difference in metamemory monitoring level between different sexes.
    5.元记忆监测水平发展上的性别差异不显著。
    (2) Folk play training eliminate the sexual difference of the grade two in an elementary school. Folk play training has the same effect on both sexes of else grades, so both boys and girls can be benefited from it.
    (2)民间游戏训练消除了二年级的性别差异,在其他年级上民间游戏训练效应不存在性别的差异,男女生都同样受训练的影响。
    And it compared the results in Creative Personality Scale for Middle School Students of different sexes, different grades and different schools. Then, the characteristics of creative personality between adults and middle school students were also compared.
    并且对不同性别、不同年级与不同学校的中学生在创造型人格测验的结果进行比较,对成人与中学生在创造型人格上的特点进行比较。
    (3) there is a significant difference of test anxiety between different grades and sexes, but no significant difference between different schools;
    (3)中学生考试焦虑存在年级差异和性别差异,但不存在学校类型差异。
    There is no remarkable difference of the mental health state in sexes for primary and high school students of SheZu, however, it differs obviously in the anxiety of studies, horror and solitude.
    畲族中小学生心理健康总体上不存在显著的性别差异,但在学习焦虑、恐怖、孤独方面性别差异显著;
 

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