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继续承诺
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  continuous commitment
     (3) Continuous commitment is different among employees of different position.
     (3)处于不同职位的员工,只有继续承诺不同。
短句来源
     The results have indicated: (1) In different kinds of organization, employee and team fit degree, organizational commitment (affective commitment, continuous commitment, normative commitment) and quit intention are different.
     本研究的结果表明:(1)不同的组织类型中,员工与团队取向这一价值观的匹配程度,组织承诺的三个维度——情感承诺、继续承诺和规范承诺,离职倾向都不同。
短句来源
     only employee and team tropism can forecast continuous commitment.
     而只有员工与团队取向对继续承诺存在预测作用。
短句来源
  continuance commitment
     The career commitment of teachers contains affective commitment, normative commitment, continuance commitment and ideal commitment.
     中学教师的职业承诺存在年龄、学历和教龄的差异,其中,“情感承诺”存在年龄和教龄的差异,“规范承诺”存在年龄和教龄的差异,“继续承诺”在学校性质、婚姻状况上存在差异,“理想承诺”的差异则存在与不同学历的教师之中;
短句来源
     Married employees show higher Continuance Commitment but lower Ideal Commitment than unmarried Ones.
     未婚员工的理想承诺水平高于已婚员工,而继续承诺水平则低于已婚员工。
短句来源
     Organizational commitment divides into three dimensions: continuance commitment, normative commitme-nt,affective commitment.
     组织承诺分为三个维度:继续承诺、规范承诺、情感承诺。
短句来源
     They use "Organizational Commitment" to summarize employee's independence, ownership and loyalty to the enterprises and organize the structural factors concluding Affective Commitment, Continuance Commitment and Normative Commitment.
     学者用“组织承诺”来概括企业员工对于企业的一种依赖、归属和忠诚感,并将组织承诺的结构因素进行细分,包括情感承诺、继续承诺和规范承诺。
短句来源
     The results showed that the professional commitment was consisted of four components which are affective commitment, continuance commitment, normative commitment and ideal commitment;
     对量表统计分析后表明:专业承诺包括情感承诺、继续承诺、规范承诺和理想承诺四个维度;
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  “继续承诺”译为未确定词的双语例句
     Then, with the technology of correlation, I step into researching the status in quo and the relation of the self-esteem of teacher, career commitment and organizational citizenship behavior of the teachers in middle school.
     教师职业承诺包含“情感承诺”、“规范承诺”、“继续承诺”、“理想承诺”四个维度; 中学教师的组织公民行为包含四个基本维度:“角色内行为”、“组织公益行为”、“人际利他行为”、“自我充实行为”。
短句来源
     Here the structure, reliability and validity of the self-developedoccupational commitment scale, also the antecedents and outcomes ofoccupational commitment were examined by interviews and questionnaires fromtwo samples of middle school and elementary school teachers(N 1 505,N23 00),by methods of variance analysis ,correlation, EPA, regression, CPA, etc.
     通过方差分析,相关分析,因素分析,及验证性因素分析,回归分析等相关统计方法对所收集的数据进行分析,结果发现:(1)职业承诺是一个三因素的结构,包括情感承诺,继续承诺,规范承诺; (2)职业承诺问卷有较好的同质性信度和重测信度,另外有较好的同时效度和构想效度;
短句来源
     5)demographic variablessuch as gender, age, education, occupational tenure, etc, have an influence onoccupational commitment;
     (5)人口变量对职业承诺产生影响,对中小学教师而言,女性,年龄大的情感承诺高; 年龄大,学历低,中型城市的继续承诺高;
短句来源
     Male have higher conitnuance commitment than f-male.
     男性高校教师继续承诺的得分显著高于女性高校教师;
短句来源
     There exists some difference in the organizational commitment of the employees under different leadership styles.
     13.0进行统计分析。 研究结果表明,中国文化背景下组织承诺由四因素构成:感情承诺、理想承诺、继续承诺和规范承诺。
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  continuous commitment
A careful examination of Table 6 shows that both affective and continuous commitment were found to be predictors of turnover intentions.
      
Continuous commitment, on the other hand, was found to discourage job quality improvement.
      
It demonstrates the continuous commitment of the member companies to contribute to a sustainable development.
      
It is also about developing a genuine and continuous commitment to the organisation's brands.
      
It is believed that the program will only be successful if there is a continuous commitment to alternative fuels and tax credits are assured.
      
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  continuance commitment
Ethical fit was found to be significantly related to turnover intentions, continuance commitment, and affective commitment, but not to job satisfaction.
      
Also, ethical superiors enhanced the job performance, job involvement and affective commitment of their subordinates but not their continuance commitment.
      
It was found that competency-based attributions are positively related to employees' value commitment, whereas affect-based attributions are positively related to employees' continuance commitment (i.e., the propensity to maintain employment).
      
Although no interaction effects were found for continuance commitment, three moderating effects involving trustworthiness attributions were observed between uncertainty and value commitment.
      
Employees in a national cable television company completed a survey containing measures of work satisfaction, affective and continuance commitment, and perceptions of fairness, while their managers completed an OCB survey.
      
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Organizational commitment is an important concept in studying organizational behavior. It is a psychological inclination of the member who holds towards the organization, also defined as job attitude. It is presented in the following three forms: affective commitment, continuance commitment and normative commitment. As a job attitude, organizational commitment shares the common features and mechanisms with the general attitude, the basis of which are the relation between value and attitude, and the change process...

Organizational commitment is an important concept in studying organizational behavior. It is a psychological inclination of the member who holds towards the organization, also defined as job attitude. It is presented in the following three forms: affective commitment, continuance commitment and normative commitment. As a job attitude, organizational commitment shares the common features and mechanisms with the general attitude, the basis of which are the relation between value and attitude, and the change process from thought to behavior. Because beliefs and values result from cultures in a society, the intensity and direction of organizational commitment will present conspicuous ethnical features.

文章讨论了组织承诺的概念 ,提出组织承诺的结构及其要素 ;并运用态度理论阐述了组织承诺的社会心理机制和动态中的文化因素。组织承诺是成员指向其所在组织的一种心理倾向 ,其主体是组织中的成员 ;组织承诺的表现性质通常有感情承诺、继续承诺和规范承诺三种形式 ;成员组织承诺的指向是多向度地指向管理者和组织。作为一种工作态度 ,组织承诺具有态度的一般共性和心理机制 ,其中价值观与态度的关系、精神内容与行为的转换过程机理 ,说明信念和价值观是态度的基础 ;而信念和价值观是由个体社会化过程中所处的文化精神使之形成。所以 ,成员的组织承诺强度和向度具有显著的民族文化特征。

In this study which 97 primary and Middle school-leaders are involved as the subjects, we investigated the self-monitoring, organizational commitment, the job satisfaction of the school-leader, and the relationship among them. The results showed that: 1) the self-monitoring of the primary and Middle schoolleaders correlated with organizational commitment, affective commitment and normative commitment significantly; 2) the self-monitoring of the primary and middle schoolleaders could be the forecast index of...

In this study which 97 primary and Middle school-leaders are involved as the subjects, we investigated the self-monitoring, organizational commitment, the job satisfaction of the school-leader, and the relationship among them. The results showed that: 1) the self-monitoring of the primary and Middle schoolleaders correlated with organizational commitment, affective commitment and normative commitment significantly; 2) the self-monitoring of the primary and middle schoolleaders could be the forecast index of organizational commitment and its two components; 3) the self-monitoring of the primary and school leader correlated with job satisfaction insignificantly.

考察97名中小学领导的自我监控性与组织承诺、工作满意度之间的相关,研究发现:中小学领导在自我监控性和组织承诺及其感情承诺、规范承诺方面均呈显著性相关;中小学领导的自我监控性可以作为组织承诺及其规范承诺、继续承诺的预测指标;中小学领导的自我监控性与工作满意度之间无显著性相关。

Aiming at understanding well about the teachers' teaching development, we had used some scales to carry out two studies which involved with 433 and 469 subjects respectively on the teaching strategies, achievement goal orientation, personality characteristic, professional commitment and job burnout of the novice, proficient, expert teachers. The results showed that:For the issues of teaching strategies, achievement goal orientation and personality characteristic, the expert teachers are better than proficient...

Aiming at understanding well about the teachers' teaching development, we had used some scales to carry out two studies which involved with 433 and 469 subjects respectively on the teaching strategies, achievement goal orientation, personality characteristic, professional commitment and job burnout of the novice, proficient, expert teachers. The results showed that:For the issues of teaching strategies, achievement goal orientation and personality characteristic, the expert teachers are better than proficient ones, and the proficient teachers are better than novice ones. When it’s turn to the question of professional commitment as well as job burnout, the expert teachers achieve better than proficient teachers and novice teachers while there’s no difference among the proficient teachers and novice teachers.The main features of novice teachers are attaching importance on pre-class preparation and performance goal are their important working motivation; the proficient teachers have the main characteristics of high performance in in-class teaching strategies, the emergence of task goal as the influential motivation for work and they have the personality of easy-going, concerning about others, gregarious, tolerant. And the expert teachers proclaim the features of taking the pre-class planning of teaching strategies, after-class evaluation and reflectivity as the central part, having the personality of being stable in emotion, being rational, practical, confident and good in criticism, and the high-profile emotional commitment in the profession of teaching as well as the strong sense of professional achievement also contribute to their main features.These three types of teachers have no differences in after-class compensation strategy, performance goal, intro- and extroversion, continuance commitment, emotional exhaustion, in other words, these are the teachers common points.

为了更深入地了解教师的教学专长发展 ,采用了量表法分别对 4 33名和 4 6 9名新手型、熟手型、专家型教师进行了教学策略、成就目标定向、人格特征和职业承诺、职业倦怠两个比较研究。结果表明 :在教学策略、成就目标、人格特征上 ,专家型教师均优于熟手型教师 ,而熟手型教师又优于新手型教师 ;在职业承诺和职业倦怠上 ,专家型教师均优于熟手型教师和新手型教师 ,而熟手型教师与新手型教师不存在差异。重视课前准备 ,成绩目标是其重要的工作动机是新手型教师的主要特征 ;课中策略水平较高 ,任务目标成为重要的工作动机 ,具有随和、宽容、乐群、能关心他人的人格特点是熟手型教师的主要特征 ;教学策略以课前计划、课后的评估、反思为核心 ,具有鲜明的情绪稳定性、理智、着重实际、自信心和批判性强的人格特点 ,职业的情感投入程度和职业成就感高是专家型教师的主要特征。三类教师在课后的补救策略、成绩目标、内外向、继续承诺和情绪耗竭上没有显著差异是其共同点。

 
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