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diminished personal accomplishment
相关语句
  低成就感
     Content: Job burnout, caused by long-term work pressure, is a reaction product of irreconcilable pressure with the declination appearance on respects of emotion, attitude and behavior, which directly leads to emotional exhaustion, depersonalization and diminished personal accomplishment.
     工作倦怠产生于长期的工作压力,是不可调和的压力反应产物,表现为情绪、态度和行为的衰退状态,直接导致出现情绪衰竭、去人格化和低成就感
短句来源
     The diminished personal accomplishment exists as the most dominant representation, with the following emotional exhaustion and depersonalization in subsequent order.
     其中,最主要是表现在低成就感方面,接着依次是情绪衰竭方面、去人格化方面。
短句来源
  个人成就感
     The two dimensions of emotional exhaustion and diminished personal accomplishment are serious.
     工作倦怠中情感衰竭与个人成就感降低两维度均呈现高度倦怠,去人格化为中度倦怠。
短句来源
     The aspects of leader, nursing specialty, development opportunities and reward on job satisfaction have full mediative effects between job stress and diminished personal accomplishment.
     工作压力导致个人成就感的降低可以通过提高护理专业的满意度、上级的满意度、发展的满意度和报酬的满意度来缓解甚至抵消;
短句来源
     (3) The burnout JDR model research showed that job demand and job resource both had significant predictive effects on emotional exhaustion and diminished personal accomplishment, only job resource had significant predictive effect on depersonalization.
     (3) 职业倦怠的JDR模型分析表明,工作要求和工作资源均对情绪衰竭具有显著预测作用; 工作要求和工作资源也均对个人成就感降低具有显著预测作用;
短句来源
     (5) The integrity JDR model research showed that job demand and job resource both had significant predictive effects on emotional exhaustion, job demand had significant predictive effects on diminished personal accomplishment and dedication, job resource had significant predictive effects on vigor, absorption and depersonalization.
     (5) JDR完整模型分析表明,工作要求和工作资源均对情绪衰竭具有显著预测作用; 工作要求同时对个人成就感降低和奉献具有显著预测作用;
短句来源
     Job burnout can be manifested in the following 3 aspects: emotional exhaustion, depersonalization and diminished personal accomplishment.
     工作倦怠的表现有三个方面,即情绪衰竭、人格解体和个人成就感降低。
短句来源
  成就感降低
     Job burnout is a kind of psychological integrated symptoms, and is defined by the three dimensions of emotional exhaustion, depersonalization and diminished personal accomplishment, produced by prolonged response to chronic continuing pressures on the job .
     工作倦怠是指个体因为不能有效地应对工作上延续不断的各种压力,而产生的一种由情绪衰竭、去人性化和成就感降低三个维度构成的心理综合症状。
短句来源
     The two dimensions of emotional exhaustion and diminished personal accomplishment are serious.
     工作倦怠中情感衰竭与个人成就感降低两维度均呈现高度倦怠,去人格化为中度倦怠。
短句来源
     (3) The burnout JDR model research showed that job demand and job resource both had significant predictive effects on emotional exhaustion and diminished personal accomplishment, only job resource had significant predictive effect on depersonalization.
     (3) 职业倦怠的JDR模型分析表明,工作要求和工作资源均对情绪衰竭具有显著预测作用; 工作要求和工作资源也均对个人成就感降低具有显著预测作用;
短句来源
     (5) The integrity JDR model research showed that job demand and job resource both had significant predictive effects on emotional exhaustion, job demand had significant predictive effects on diminished personal accomplishment and dedication, job resource had significant predictive effects on vigor, absorption and depersonalization.
     (5) JDR完整模型分析表明,工作要求和工作资源均对情绪衰竭具有显著预测作用; 工作要求同时对个人成就感降低和奉献具有显著预测作用;
短句来源
     Job burnout can be manifested in the following 3 aspects: emotional exhaustion, depersonalization and diminished personal accomplishment.
     工作倦怠的表现有三个方面,即情绪衰竭、人格解体和个人成就感降低
短句来源
  “diminished personal accomplishment”译为未确定词的双语例句
     The main conclusions of this study were:1) The revised Job-Burnout Scale for Teachers in this study included three subscales, namely: emotional exhaustion, depersonalization and diminished personal accomplishment.
     1) 本研究修编的教师工作倦怠量表包括情绪衰竭、去个性化和个体成就感低落三个分量表;
短句来源
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  diminished personal accomplishment
In contrast, physical laborers reported higher levels of depersonalization and diminished personal accomplishment relative to human service workers.
      
Emotional exhaustion responds to anybody with unkindness and can lead to diminished personal accomplishment.
      
Diminished personal accomplishment refers to a decline in one's feeling of competence and successful achievement in one's work.
      
Burnout contains factors such as emotional exhaustion, depersonalisation and diminished personal accomplishment.
      
A significant negative co-relationship was found between fast tech developments and diminished personal accomplishment.
      


More and more researches have proved that job burnout is a common fact among teachers, with growing range and intensity. Job burnout can be manifested in the following 3 aspects: emotional exhaustion, depersonalization and diminished personal accomplishment. If job burnout is not controlled timely and effectively, it will bring significant and negative effects on their teaching work and personal life. Job burnout is not an over reaction to any specific evident, but an accumulation of stress rising...

More and more researches have proved that job burnout is a common fact among teachers, with growing range and intensity. Job burnout can be manifested in the following 3 aspects: emotional exhaustion, depersonalization and diminished personal accomplishment. If job burnout is not controlled timely and effectively, it will bring significant and negative effects on their teaching work and personal life. Job burnout is not an over reaction to any specific evident, but an accumulation of stress rising from all sides of life during a long time period. Overall speaking, job burnout is a result of social, organizational, professional and personal factors. Prevention of job burnout can start from organizational management of school and individual management of teachers. Schools or universities should take human oriented management as a measure to prevent happening of job burnout among teachers. At the same time, teachers should make great efforts to adjust themselves from bad situation and create positive motivation for work while they realize that they are in negative emotion and have negative trends.

越来越多的研究表明,教师工作倦怠现象普遍存在,而且范围和强度呈增长趋势。工作倦怠的表现有三个方面,即情绪衰竭、人格解体和个人成就感降低。工作倦怠如果不能得到及时、有效的调适,将会对教师的教学质量和生活质量都产生很大的负面影响。教师工作倦怠不是对某一特定事件的过度应激反应,而是在较长时间内,对来自各个方面压力和事件所产生的累积的过度反应。总体上分析,教师工作倦怠的产生存在社会因素、组织因素、职业因素和个人因素。教师工作倦怠的防治可以从学校组织管理和教师个人管理两个层面展开。学校应当采取科学的、人性化的管理方式,积极预防教师工作倦怠的产生。教师应当在意识到自身处于负性的情绪和倾向时,通过主观的调适,化解这种不良倾向,转而形成正向的工作动力。

 
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