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   help-seeking 在 教育理论与教育管理 分类中 的翻译结果: 查询用时:0.19秒
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help-seeking
相关语句
  求助行为
    Combining with the data of classroom observations and interview, this study discussed the achievement goals, self-efficacy, culture factors, help-seeking attitude and help-seeking behavior and the model of their relation,
    本研究结合研究结果与课堂观察、访谈所得到的背景资料,讨论了成就目标、自我效能、文化因素、求助态度和求助行为的特点及其关系模式,提出了对学业求助实质的认识,并为中学教育教学提出了理论性和实践性的建议。
短句来源
    A Summary About Academic Help-seeking
    关于国内外学业求助行为研究的综述
短句来源
    Results show:(1)In task-involved classroom, there is more help-seeking than in ego-involved classroom,(especially <WP=21>instrument help-seeking).
    结果表明:(1)任务关注的课堂情境比自我关注的课堂情境导致更多的求助行为,求助方式上,则倾向于工具性求助。
短句来源
    (2)Students who performed moderate-difficulty task are more likely to do help-seeking, especially instrument help-seeking, than those who performed high-difficulty task.
    (2)完成难度适中学习任务的学生比完成高难度学习任务的学生表现出更多的求助行为,求助方式上,则倾向于工具性求助。
短句来源
    The results showed that:Both academic help-seeking attitude (costs of help-seeking, benefits of help-seeking) and academic help-seeking behavior (instrumental help-seeking, executive help-seeking and avoidance of help-seeking) had significant relationship with the various dimensions of achievement goals, self-efficacy and culture factors.
    研究结果表明:学业求助态度(求助益处与求助代价)和求助行为(工具性求助、执行性求助和回避求助)与成就目标、自我效能和文化因素有关。
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  “help-seeking”译为未确定词的双语例句
    Results(1)According to the mean value of each factors,the order of copying style is problem-solving(0.8115),help-seeking(0.503),fancying(0.447), rationalization(0.348),withdrawal(0.288),self-accusation(0.277).
    结果①幼儿教师对各种应对方式的使用按因子均分排序依次是解决问题(0.8115)、求助(0.503)、幻想(0.447)、合理化(0.348)、退避(0.288)、自责(0.277)。
短句来源
    (3)There were correlation in different level and quality between many factors of 16PF and the withdrawal,self-accusation, help-seeking,fancying,rationalization of the copying style(r=-0.448~0.441,P<0.05 or 0.01) .
    ③幼儿园教师16PF中的多数因素与合理化、自责、求助、幻想、退避等应对方式因子呈不同程度、性质各异的相关(r=-0.448~0.441,P<0.05或0.01)。
短句来源
    Eighth Graders' Academic Help-Seeking and Its Relation to Achievement Goals,Self-Efficacy and Culture Factors
    初二学生成就目标、自我效能及文化因素与学业求助的关系
短句来源
    Academic help-seeking and its influencing factors in junior school students
    初中学生学业求助及其相关影响因素
短句来源
    Study on the Effect of Cognitive and Mental Health Factors on Psychological Help-seeking of College Students
    认知及心理健康因素对大学生心理求助的影响研究
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  help-seeking
For this distribution, the result of class-specific help-seeking behavior, socio-economic factors seem less responsible than cognitive and attitudinal factors related to social class.
      
The prevalence of psychological distress and help-seeking in a college student population
      
Lay attribution of personal problems and psychological help-seeking
      
Logistic modelling was then applied to determine the increase in "risk" conferred by age, psychological and physical symptoms, social problems and help-seeking from other agencies.
      
Ethnic differences in the perception of barriers to help-seeking
      
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A epidemiological survey of mental health disorders was made for 8,864 children and adolescents 4-16 Year-old (male 4,596;female 4,048),sampled from Hunan province of China.DSM-Ⅲ-R criteria was used in clinical interview to make diagnosis and category.It was found that there were 38 kinds of diagnoses made and the total point prevalence was 14 89%.There was no difference of distributions of the developmental,behavioral,emotional and somatoform disorders between urban and countryside,between sexes,or among...

A epidemiological survey of mental health disorders was made for 8,864 children and adolescents 4-16 Year-old (male 4,596;female 4,048),sampled from Hunan province of China.DSM-Ⅲ-R criteria was used in clinical interview to make diagnosis and category.It was found that there were 38 kinds of diagnoses made and the total point prevalence was 14 89%.There was no difference of distributions of the developmental,behavioral,emotional and somatoform disorders between urban and countryside,between sexes,or among varying ages.In disordered children,the help seeking behaviors of their families were deviant and irrational severely.It is necessary for medical services to focus their attention on developing mental health facilities in schools and communities,for providing consultation to parents,therefore,to increase out-patients' presentation.The work model and errect of intervention on mental health problems in community were presented and discussed m this essay.

应用临床流行病学方法,采用DSM-Ⅲ-R标准,在湖南省城乡抽样调查8644名4~16岁男女儿童青少年,发现精神障碍达38种,总时点患病率为14.89%,发育性障碍、行为障碍、情绪障碍及躯体形式障碍等4大类精神障碍在城乡、男女与不同年龄阶段的分布有明显不同。调查发现患儿家庭的就医行为明显偏差,保健需求集中于学校心理卫生保健、家庭心理卫生教育与咨询和专科门诊等项目上。作者据此提出了儿少精神卫生的防治模式,并作了效益分析。文章就上述问题进行了讨论。

The present study investigated into the relationship between self--efficacy, value,classroom context academic achievement and academic help-seeking. One hundredand thirty--five eighth graders of a middle school responded to a questionnaire. Theresult showed that: (1) Self--efficacy was positively related to benefits of help-seekingand instrumental help--seeking, but negatively related to costs of help--seeking,executive help-seeking and avoidance of help--seeking. (2) Value was positively relatedto...

The present study investigated into the relationship between self--efficacy, value,classroom context academic achievement and academic help-seeking. One hundredand thirty--five eighth graders of a middle school responded to a questionnaire. Theresult showed that: (1) Self--efficacy was positively related to benefits of help-seekingand instrumental help--seeking, but negatively related to costs of help--seeking,executive help-seeking and avoidance of help--seeking. (2) Value was positively relatedto benefits of help--seeking and instrumental help--seeking, but negatively related tocosts of help--seeking, executive help--seeking and avoidance of help-seeking.(3) Aclassroom context which supported help--seeking was positively related to instrumentalhelp--seeking, but negatively related to threat from toachers and avoidance ofhelp-seeking; a classroom context which inhibited help--seeking was positively relatedto costs of help--Seeking, executive help--seeking and avoidance of help-seelking, butnegatively related to benefits of help--seeking and instrumental help--seeking. (4)Academic achievement was positively related to benefits of help-seeking andinstrumental help-seeking, but negatively related to costs of help--seeking, executivehelp--seeking and avoidance of help--seeking. (5) Self-efficacy, value, classroomcontext and academic achievement had important influence on help-seeking attitudes.(6) Attitudes, value, classroom context and academic achievement had importantinfluence on help--seeking behaviors.

以135名初中二年级学生为被试,采用问卷法研究了自我效能、价值、课堂环境及学习成绩与学业求助的关系。结果表明:(1)自我效能与求助益处、工具性求助呈显著正相关关系;与求助代价、执行性求助和回避求助呈显著负相关关系;(2)价值与求助益处、工具性求助呈显著正相关关系;与求助代价、执行性求助和回避求助呈显著负相关关系;(3)支持求助的课堂环境与工具性求助呈显著正相关关系;与来自老师的威胁和回避求助呈显著负相关关系。抑制求助的课堂环境与求助代价、执行性求助、回避求助呈显著正相关关系;与求助益处、工具性求助呈显著负相关关系;(4)学习成绩与求助益处、工具性求助呈显著正相关关系;与求助代价、执行性求助和回避求助呈显著负相关关系;(5)自我效能、价值、课堂环境及学习成绩是影响学生求助态度的重要因素;(6)态度、价值、课堂环境及学习成绩对学生的求助行为有重要影响。

The present study investigated the relationship between goal-orienation, self-efficacy, academic achievement and academic help-seeking. One hundred and fifty-two eighth graders of a middle school responded to a questionnaire. The following results were obtained:(1)Ego-orientation could be divided into ego-approach orientation and ego-avoidance orientation.These two kinds of goal-orientation had different effect patterns on academic help-seeking, ego-avoidance orientation had more negative influence...

The present study investigated the relationship between goal-orienation, self-efficacy, academic achievement and academic help-seeking. One hundred and fifty-two eighth graders of a middle school responded to a questionnaire. The following results were obtained:(1)Ego-orientation could be divided into ego-approach orientation and ego-avoidance orientation.These two kinds of goal-orientation had different effect patterns on academic help-seeking, ego-avoidance orientation had more negative influence on help-seeking.(2)Social goals had significant relationship with academic help-seeking.(3)Students with low self-efficacy did not want to ask help, supporting the vulnerability hypothesis.

本研究以 152名初中二年级学生为被试 ,采用问卷法研究了目标取向、自我效能及学习成绩与学业求助的关系。结果表明 :( 1)自我取向的确可以区分出趋向型自我取向和逃避型自我取向 ,它们对学业求助的影响模式是不同的 ,逃避型自我取向对学业求助有更大的负面作用。( 2 )社会目标与学业求助有显著关系 ,支持本研究的假设。 ( 3)自我效能低及学习成绩差的学生更不愿求助 ,支持脆弱假说

 
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