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bullying behavior    
相关语句
  欺负行为
    1. Teachers disagreed with researchers' criteria that "there is a power imbalance between the bully and the victim" and "the bullying behavior often occurs without apparent provocation".
    1.教师对研究者界定的某些欺负行为特征持有不认同的态度,主要体现为不认同“受欺负者是力量较强的一方,受欺负者是力量较弱的一方”和“受欺负者没有主动激怒、挑衅欺负者”这两个特征。
短句来源
    5. Teachers viewed physical aggressive behavior as the most serious bullying behavior, and expressed most attitudes of care and help.
    5.教师对三种类型欺负行为的态度存在差异,认为身体欺负行为最严重,对此类行为中的受欺负者持有更加关怀帮助的态度。
短句来源
    The Study conducted the educational intervention program with the training in empathy and consequence cognition on the 18 children who have bullying behavior for three month, such as individual counseling,group counseling.
    研究以移情和后果认知为训练内容,运用个体心理咨询、团体心理咨询等教育干预手段对有欺负行为的18名儿童进行了为期3个月的教育干预。
短句来源
    The bully and bullied are connected with children's personal conflict problem-solving style. As the core of personality, self-concept restricts the response style, which is sure to influence the bullying behavior and personal conflict problem-solving style.
    儿童之所以欺负他人和受人欺负,与其在人际冲突情境下解决问题的方式有关,而自我概念是人格的核心部分,制约着行为的反应方式,必将影响儿童欺负行为及人际冲突解决策略。 因此,本研究就欺负卷入儿童的自我概念和人际冲突解决策略特点进行了考察。
短句来源
    The factors that impact children's bullying behavior were family atmosphere, education and upbringing styles, personality traits and interpersonal relationship.
    1、学校中儿童欺负行为的发生、发展和表现形式有其典型的特点。 受欺负者人数随年级增长逐步下降,而欺负者人数的变化相对不明显。
短句来源
更多       
  欺负行为
    1. Teachers disagreed with researchers' criteria that "there is a power imbalance between the bully and the victim" and "the bullying behavior often occurs without apparent provocation".
    1.教师对研究者界定的某些欺负行为特征持有不认同的态度,主要体现为不认同“受欺负者是力量较强的一方,受欺负者是力量较弱的一方”和“受欺负者没有主动激怒、挑衅欺负者”这两个特征。
短句来源
    5. Teachers viewed physical aggressive behavior as the most serious bullying behavior, and expressed most attitudes of care and help.
    5.教师对三种类型欺负行为的态度存在差异,认为身体欺负行为最严重,对此类行为中的受欺负者持有更加关怀帮助的态度。
短句来源
    The Study conducted the educational intervention program with the training in empathy and consequence cognition on the 18 children who have bullying behavior for three month, such as individual counseling,group counseling.
    研究以移情和后果认知为训练内容,运用个体心理咨询、团体心理咨询等教育干预手段对有欺负行为的18名儿童进行了为期3个月的教育干预。
短句来源
    The bully and bullied are connected with children's personal conflict problem-solving style. As the core of personality, self-concept restricts the response style, which is sure to influence the bullying behavior and personal conflict problem-solving style.
    儿童之所以欺负他人和受人欺负,与其在人际冲突情境下解决问题的方式有关,而自我概念是人格的核心部分,制约着行为的反应方式,必将影响儿童欺负行为及人际冲突解决策略。 因此,本研究就欺负卷入儿童的自我概念和人际冲突解决策略特点进行了考察。
短句来源
    The factors that impact children's bullying behavior were family atmosphere, education and upbringing styles, personality traits and interpersonal relationship.
    1、学校中儿童欺负行为的发生、发展和表现形式有其典型的特点。 受欺负者人数随年级增长逐步下降,而欺负者人数的变化相对不明显。
短句来源
更多       
  欺负行为
    1. Teachers disagreed with researchers' criteria that "there is a power imbalance between the bully and the victim" and "the bullying behavior often occurs without apparent provocation".
    1.教师对研究者界定的某些欺负行为特征持有不认同的态度,主要体现为不认同“受欺负者是力量较强的一方,受欺负者是力量较弱的一方”和“受欺负者没有主动激怒、挑衅欺负者”这两个特征。
短句来源
    5. Teachers viewed physical aggressive behavior as the most serious bullying behavior, and expressed most attitudes of care and help.
    5.教师对三种类型欺负行为的态度存在差异,认为身体欺负行为最严重,对此类行为中的受欺负者持有更加关怀帮助的态度。
短句来源
    The Study conducted the educational intervention program with the training in empathy and consequence cognition on the 18 children who have bullying behavior for three month, such as individual counseling,group counseling.
    研究以移情和后果认知为训练内容,运用个体心理咨询、团体心理咨询等教育干预手段对有欺负行为的18名儿童进行了为期3个月的教育干预。
短句来源
    The bully and bullied are connected with children's personal conflict problem-solving style. As the core of personality, self-concept restricts the response style, which is sure to influence the bullying behavior and personal conflict problem-solving style.
    儿童之所以欺负他人和受人欺负,与其在人际冲突情境下解决问题的方式有关,而自我概念是人格的核心部分,制约着行为的反应方式,必将影响儿童欺负行为及人际冲突解决策略。 因此,本研究就欺负卷入儿童的自我概念和人际冲突解决策略特点进行了考察。
短句来源
    The factors that impact children's bullying behavior were family atmosphere, education and upbringing styles, personality traits and interpersonal relationship.
    1、学校中儿童欺负行为的发生、发展和表现形式有其典型的特点。 受欺负者人数随年级增长逐步下降,而欺负者人数的变化相对不明显。
短句来源
更多       
  欺侮行为
    A Study of Ways and Features of Bullying Behavior in 11~16-Year Old Pupils.
    中小学生欺侮行为方式与特点研究
短句来源
    Objective To know ways and features of bullying behavior in students.
    目的 了解中小学生欺侮行为的方式与特点。
短句来源

 

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  bullying behavior
Data from a hierarchical regression on bullying scores showed that, irrespective of sex, masculine traits predicted active bullying behavior.
      
Odds ratios of bullying behavior according to psychosocial factors were calculated in a multiple logistic regression analysis.
      
The prevalence of bullying behavior was 9.2%, but significantly higher among boys than girls.
      
Bullying behavior was defined as bullying other pupils sometimes or more often during the term.
      
Associations between bullying behavior and school-related stress experience, self-efficacy, social support, and decision control were explored in a study of 885 Norwegian adolescents aged 13-15 years.
      
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The Chinese version of Olweus Bully/Victim Questionnaire was administered to 4726 primary and junior middle school students from the urban and rural areas of Shandong province. Data analysis indicated: 1) No significant gender difference existed in the prevalence of being bullied, but boys were more likely to be bullies than girls; 2) Significant difference was found in children's attitudes towards bullying, and significant interaction between gender and age was also found in their attitudes towards bullying...

The Chinese version of Olweus Bully/Victim Questionnaire was administered to 4726 primary and junior middle school students from the urban and rural areas of Shandong province. Data analysis indicated: 1) No significant gender difference existed in the prevalence of being bullied, but boys were more likely to be bullies than girls; 2) Significant difference was found in children's attitudes towards bullying, and significant interaction between gender and age was also found in their attitudes towards bullying among junior middle students; 3) Gender difference existed in the types of bullying behavior, with direct physical bullying and indirect bullying being more common among boys than among girls, but this difference did not exist in verbal bullying.

本研究运用修订的Olweus欺负 /受欺负问卷对我国城乡 4 72 6名中小学生进行调查 ,考察了欺负与受欺负的性别差异问题 ,结果表明 :1 小学生和初中生受欺负的发生率不存在显著的性别差异 ,而男孩中欺负他人的比率却极显著地高于女孩 ;2 中小学生对欺负问题的态度存在显著的性别差异 ,初中生对欺负的态度受性别和年级的交互作用的影响 ;3 中小学生不同欺负方式的发生率存在显著的性别差异 ,男生直接的身体欺负和间接欺负显著地高于女生 ,而言语欺负的性别差异并不显著。

A modified version of Olweus Bullying/Victimization Questionnaire was employed in a sample of 9205 primary and junior middle school children from both urban and rural areas, in order to evaluate the prevalence and explore the major characteristics of school bullying. The results indicated that serious bullying problems existed in primary and junior middle schools, with nearly one out of five (19%)of the children investigated getting involved in bullying problems. The ratios of victims and bullies decreased with...

A modified version of Olweus Bullying/Victimization Questionnaire was employed in a sample of 9205 primary and junior middle school children from both urban and rural areas, in order to evaluate the prevalence and explore the major characteristics of school bullying. The results indicated that serious bullying problems existed in primary and junior middle schools, with nearly one out of five (19%)of the children investigated getting involved in bullying problems. The ratios of victims and bullies decreased with the children's age, but that of the bullies kept relatively stable across the junior middle school years. Direct verbal bullying was the most common type of bullying behavior among primary and junior middle school children. Gender differences existed in regard to the incidence of bullying others and being bullied, children's attitudes towards bullying and the types of bullying behavior they suffered.

利用修订的Olweus欺负问卷对 92 0 5名城乡儿童进行了测查 ,考察初中和小学阶段儿童欺负 /受欺负问题的普遍性及基本特点。结果发现 :中小学生中存在着较严重的欺负问题 ,近 1/ 5被调查的儿童卷入欺负 /受欺负问题 ;总体上小学和初中阶段学生欺负 /受欺负问题的发生率随年级的升高而下降 ,但欺负他人在初中阶段具有稳定性 ;直接言语欺负是最为普遍的欺负方式 ;在欺负 /受欺负的比率、对待欺负态度和欺负类型上均存在性别差异。

Objective To know ways and features of bullying behavior in students.Methods Adopting bullying behavior questionnaire survey among 688 students aged between 11 to 16.Result Direct bullying,especially direct verbal bullying,instead of indirect bullying largely happens to the students between 11 and 16.Bullying behavior is most liable to occur in the classroom,on their way to school,etc.Boys bully girls mainly in the form of direct physical bullying.Girls bully boys...

Objective To know ways and features of bullying behavior in students.Methods Adopting bullying behavior questionnaire survey among 688 students aged between 11 to 16.Result Direct bullying,especially direct verbal bullying,instead of indirect bullying largely happens to the students between 11 and 16.Bullying behavior is most liable to occur in the classroom,on their way to school,etc.Boys bully girls mainly in the form of direct physical bullying.Girls bully boys mostly in the form of direct verbal bulling.Bullying and being-bullied behaviors tend to decrease with age.Bullying behavior prevails among secondary school and primary school students.Bullying behavior is much severer in primary schools than in secondary schools.More boys than girls are involved in bullying others.Whereas there is no distinct difference between boys and girls in terms of the severity of being bullied.Conclusion Bullying phenomena are much commoner in primary and secondary schools,and deserve the attention of educators.

目的 了解中小学生欺侮行为的方式与特点。方法 采用自编的欺侮问卷对 1 1~ 1 6岁 6 88名学生进行调查。结果  1 1~ 1 6岁学生主要以直接欺侮尤其是直接言语欺侮为主 ,间接欺侮的方式应用较少 ;教室、上学与回家途中等地点极易发生欺侮行为 ;男生欺侮女生较多地采用直接身体欺侮的方式 ;而女生欺侮男生较多地采用直接言语欺侮的方式 ;随着年龄增长 ,受欺侮和欺侮他人的比例呈现下降的趋势 ,小学比初中要高 ,卷入欺侮行为的程度也更严重。男生卷入欺侮他人的程度比女生严重 ,而在受欺侮程度上 ,男生和女生间未见显著性差异。结论 欺侮行为在中小学生中具有普遍性 ,应引起教育工作者足够的重视。

 
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