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measuring tools
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  测量工具
    According to realistic needs and general statement of concerned research, The research is aimed at making the self-compiled questionnaire about self-concept and SCL-90 as measuring tools through which we discuss the features of self-concept and the relationship between teachers’self-Concept and mental health.
    根据现实的需要以及相关研究综述,研究目的确定为:以自编的《教师自我概念问卷》和SCL—90 症状自评量表为测量工具,探讨教师自我概念的特点,以及教师自我概念与心理健康的关系。
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    The study, by choosing 447 rural senior students and 183 urban ones as the objects,using Adolescence Life Events Scale(ALES), Mental Health Tese(MHT), Traite Coping Style Questionaire(TCSQ), Social Support Rating Scale(SSRS)as measuring tools and conductiving statistical analysis by mean of SPSS13.0 for windows.
    采用青少年生活事件量表、心理健康诊断测验、特质应对方式问卷和社会支持评定量表对447名农村高中生进行心理健康测量,并调查183名城市高中生进行对照研究。
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    Methods SCL-90 and TCSQ were adopted as measuring tools. 700 random samples were selected from the campus as subjects in this investigation.
    方法采用精神症状自评量表(SCL-90),特质应对方式问卷(TCSQ),通过随机抽样的方法,测评青海卫生职业技术学院700名学生,并进行比较分析。
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  measuring tools
Methods of evaluating the smoothness of micrometer measuring tools
      
In this work, a simulation model appropriate for working with large number of neurons was developed, and Information Theory measuring tools were designed to monitor the flow of information in such large networks.
      
This requires producing more detailed hospital cost data and using fine measuring tools such as the cost accounting method developed for use in this context.
      
Such validation requires the use of high-resolution flow measuring tools and techniques and the integration of experimental studies with CFD modeling.
      
Current quality of life measuring tools are suited for economic decision making, not to investigate causal processes which lead to patients making evaluations of their lives.
      
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Objective: To explore whether the Counseling Model of Body-Mind-Spirit (CMBMS) is feasible and effective in promoting the coping abilities of college students. Methods: 20 current college student volunteers received 4 weeks of group training of CMBMS. The assessment dimensions of coping ability consist of psychological coping reaction, coping styles and coping resources. The measuring tools include Adolescent Self-Rating Life Events Checklist (ASLEC), Symptom Checklist 90(SCL-90), Traits of Coping Style...

Objective: To explore whether the Counseling Model of Body-Mind-Spirit (CMBMS) is feasible and effective in promoting the coping abilities of college students. Methods: 20 current college student volunteers received 4 weeks of group training of CMBMS. The assessment dimensions of coping ability consist of psychological coping reaction, coping styles and coping resources. The measuring tools include Adolescent Self-Rating Life Events Checklist (ASLEC), Symptom Checklist 90(SCL-90), Traits of Coping Style Questionnaires (TCSQ), The Self-Esteem Scale (SES) and Self-made Subjective Questionnaire (SSQ). Follow-up measures were taken 3 months later. Result: Effect of negative life events decreased. The majority of SCL-90' factors were improved significantly; Coping styles were changed toward positive direction and self-esteem was improved remarkably. The increase of positive attitudes, interpersonal trust shows that the coping resources were enriched predominantly. 3 months later, the majority of the factors above still remained effective.

目的 :考察综合心理辅导模式对大学生心理应对能力的作用。方法 :2 0名大学生参加 4周的“综合心理辅导模式”团体活动。评价维度为应对反应、应对方式以及应对资源 ;测量工具为青少年生活事件量表 ,症状自评量表 ,特质应对方式问卷 ,自尊量表 ,自编主观问卷。 3个月后随访。分别作辅导前后及3个月后随访测评比较。结果 :辅导后生活事件影响程度减轻 ,SCL -90多个因子改善 ,积极应对方式有所增加 ,自尊程度有提高 ,自编主观问卷显示积极态度、人际信任等方面有改善 ,3个月后随访测查 ,以上指标较前测仍多有改善。

BACKGROUND:Most of previous researches on the emotion regulation ability only took children as objects.There were very few studies to investigate the adolescents' emotion regulation ability.There are fewer researches tried to study over-province large sampling to get general situation of Chinese adolescents' emotion regulation ability.Very few studies have taken emotion regulation as independent factor and explored its developmental rulesOBJECTIVE:To analyze the characters of grade and gender in emo-tion regulation...

BACKGROUND:Most of previous researches on the emotion regulation ability only took children as objects.There were very few studies to investigate the adolescents' emotion regulation ability.There are fewer researches tried to study over-province large sampling to get general situation of Chinese adolescents' emotion regulation ability.Very few studies have taken emotion regulation as independent factor and explored its developmental rulesOBJECTIVE:To analyze the characters of grade and gender in emo-tion regulation ability of Chinese adolescentsDESIGN:Cross-sectional sampling survey questionnaire with adolescents as subjectsSETTING:Institute of Developmental Psychology of Beijing Normal University.PARTICIPANTS:Totally 11 855 students from junior and senior high schools in Beijing,Henan,Chongqing,Zhejiang and Xinjiang,13 high schools are included.METHODS:The present study uses "the adolescents' emotion regulation ability questionnaire″ (Wo Jian-zhong Project Team,Developmental Psychology Institute, Beijing Normal University) as measuring tool to grouply test with the class as a unit. The tests in the 5 districts were completed within 2 weeks.The questionnaire is a 5-point scale.The level of emotion regulation is the mean score of the 14 items.And the higher points means higher level of emotion regulation.MAIN OUTCOME MEASURES:①The developmental characteristics of the emotion regulation level of the adolescents;②Gender difference in emotion regulation between different grades of adolescent.RESULTS:Main effect of gender is not significant (F(1,11843)=0.040,P=0.842),while main effect of grads is significant (F(5,11843)=101.437,P=0.000),and interaction effect between gender and grades is signifi-cant (F(5,11843)=3.812,P=0.002). CONCLUSION:The emotion regulation ability of adolescents increased with the increasing grade but being stable after grade 11;the girls' emotion regulation ability exceeds the boys' gradually in grade 11,and there is no difference in the emotion regulation ability between boys and girls in grade 12.

背景:以往的情绪调节能力的实证研究多数以儿童为研究对象,探讨青少年的情绪调节能力的研究较少;缺乏跨省份取样、选用能反映中国中学生情绪调节整体水平的大样本的特征研究;而专门以情绪调节为因变量研究情绪调节发展规律的甚少。目的:分析中国中学生的情绪调节能力的年级和性别特征。设计:以中学生为调查对象的横断面抽样问卷调查。单位:北京师范大学发展心理研究所。对象:以北京、河南、重庆、浙江和新疆5个地区的13所中学,从初一到高三的中学生11855人作为被试对象。方法:选用北京师范大学发展心理研究所沃建中课题组编制的《中学生情绪调节能力问卷》对所有测试对象以班级为单位在学校中进行集体测试,5个地区统一在2周内完成。统计数据时取14个项目的平均值为情绪调节水平,情绪调节水平的得分范围为1~5分。分数越高表明情绪调节水平越高。主要观察指标:①中学生情绪调节水平的发展特点。②中学生情绪调节年级不同水平上的性别差异。结果:性别的主效应不显著(F(1,11843)=0.040,P=0.842),年级的主效应显著(F(5,11843)=101.437,P=0.000),性别与年级的交互作用显著(F(5,11843)=3.812,P=0....

背景:以往的情绪调节能力的实证研究多数以儿童为研究对象,探讨青少年的情绪调节能力的研究较少;缺乏跨省份取样、选用能反映中国中学生情绪调节整体水平的大样本的特征研究;而专门以情绪调节为因变量研究情绪调节发展规律的甚少。目的:分析中国中学生的情绪调节能力的年级和性别特征。设计:以中学生为调查对象的横断面抽样问卷调查。单位:北京师范大学发展心理研究所。对象:以北京、河南、重庆、浙江和新疆5个地区的13所中学,从初一到高三的中学生11855人作为被试对象。方法:选用北京师范大学发展心理研究所沃建中课题组编制的《中学生情绪调节能力问卷》对所有测试对象以班级为单位在学校中进行集体测试,5个地区统一在2周内完成。统计数据时取14个项目的平均值为情绪调节水平,情绪调节水平的得分范围为1~5分。分数越高表明情绪调节水平越高。主要观察指标:①中学生情绪调节水平的发展特点。②中学生情绪调节年级不同水平上的性别差异。结果:性别的主效应不显著(F(1,11843)=0.040,P=0.842),年级的主效应显著(F(5,11843)=101.437,P=0.000),性别与年级的交互作用显著(F(5,11843)=3.812,P=0.002)。结论:中学生的情绪调节能力随着年级的升高呈现上升的趋势,但到高二以后趋于平稳;在高二时,女生的情绪调节能力逐渐超过了男生,在高三时,男生和女生的情绪调节能力没有差异。

Objective To study the related factors of mental health of students in Qinghai Vocational and Technical Institute of Health.Methods SCL-90 and TCSQ were adopted as measuring tools.700 random samples were selected from the campus as subjects in this investigation.Results There were 5.1% students who received at lest 3 scores at single factor during the SCL-90 test.Grade,sex and race had no significant effects on mental health,but educational background level showed a close relationship that their psychological...

Objective To study the related factors of mental health of students in Qinghai Vocational and Technical Institute of Health.Methods SCL-90 and TCSQ were adopted as measuring tools.700 random samples were selected from the campus as subjects in this investigation.Results There were 5.1% students who received at lest 3 scores at single factor during the SCL-90 test.Grade,sex and race had no significant effects on mental health,but educational background level showed a close relationship that their psychological dispositions passive coping style had positive correlation to high SCL-90 factors' values.The mental health level of these 700 subjects was superior to the national average one.Compared with others,junior college students,females,freshman and minorities suffered more from mental disturbance. Conclusion The results indicated that we shoud pay more attention to college students' mental health and realistic measure should be taken to reforce students' mental health education.

目的研究分析青海卫生职业技术学院学生心理卫生状况。方法采用精神症状自评量表(SCL-90),特质应对方式问卷(TCSQ),通过随机抽样的方法,测评青海卫生职业技术学院700名学生,并进行比较分析。结果被试中至少有一个SCL-90因子的得分大于或等于3分的学生占5.1%,男、女生及不同年级学生间比较,均无显著性差异,不同民族学生间的比较,也无显著性差异,但这一比例来自中专的学生高于来自大专的学生,且具有显著性差异。消极应对与SCL-90各因子分呈显著正相关,积极应对与SCL-90各因子分呈负相关。总体上,700名被试的心理卫生水平高于全国常模;女生、中专生、一年级和少数民族学生的心理卫生问题相对较为突出。结论学生群体的心理问题不容忽视,要采取切实可行的措施加强学生心理健康教育。

 
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