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learning burnout
相关语句
  学习倦怠
     Learning Burnout and Coping Style of Undergraduates
     大学生学习倦怠及其与应对风格的关系
短句来源
     A Research on Middle School Students'Learning Burnout Structure
     中学生学习倦怠结构研究
短句来源
     Research on Conditions of Current College Students' Learning Burnout and Its Relationship with Speciality Commitment
     当前大学生学习倦怠状况及其与专业承诺关系的研究
短句来源
     Methods 450 undergraduates were assessed with "Undergraduate Learning Burnout Scale" and "Coping Style Questionnaire".
     方法采用《大学生学习倦怠量表》和《应对风格问卷》对450名大学生进行测查。
短句来源
     Objective To investigate the status of learning burnout of undergraduates, the relationship between learning burnout and coping style.
     目的了解大学生的学习倦怠状况,探讨学习倦怠与应对风格之间的关系。
短句来源
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  “learning burnout”译为未确定词的双语例句
     Current Studies and Prospects of Learning Burnout
     学习倦怠的研究现状及展望
短句来源
     A Study on the Professional Commitment and Learning Burnout of Undergraduates and Their Relationship
     大学生专业承诺、学习倦怠的状况及其关系
短句来源
     The experiment is from four part:Experimentl is to testify the existence of students learning burnout;
     实验设计分为四个部分:实验一验证了学习倦怠的存在性;
短句来源
     (2)As to the using possibility, when dealing with learning burnout problem, withdraw behavior problem, self-centered problem and anxiety problem, teachers apt to use language canalization strategy, when dealing with aggression problem, teachers apt to use behavior canalization strategy;
     在攻击行为情境中 ,教师更倾向于采用行为疏导型策略。 ( 2 )与性别相比 ,教龄是影响教师评定处理学生心理健康问题策略有效性的较为敏感的变量。
短句来源
     The regression analysis showed that affective commitment is the most significant predictor to undergradu ate’s learning burnout.
     回归分析证明,情感承诺是大学生学习倦怠的重要预测变量。
短句来源
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  相似匹配句对
     On Learning
     论学习
短句来源
     Current Studies and Prospects of Learning Burnout
     学习倦怠的研究现状及展望
短句来源
     Learning Burnout and Coping Style of Undergraduates
     大学生学习倦怠及其与应对风格的关系
短句来源
     On Learning Style
     学习风格理论——西方研究综述
短句来源
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In present study, the questionnaire was administered to 268 teachers in middle school. The participants rated the effectiveness and using possibility of six kinds of methods in dealing with students' five kinds of mental health problems. Results showed that(1) when dealing with learning burnout problem and withdraw behavior problem, teachers thought that care feeling strategy is more effective, when dealing with self-centered problem and anxiety problem, the more effective strategy are behavior canalization...

In present study, the questionnaire was administered to 268 teachers in middle school. The participants rated the effectiveness and using possibility of six kinds of methods in dealing with students' five kinds of mental health problems. Results showed that(1) when dealing with learning burnout problem and withdraw behavior problem, teachers thought that care feeling strategy is more effective, when dealing with self-centered problem and anxiety problem, the more effective strategy are behavior canalization and language canalization respectively, and when dealing with aggression problem, teachers thought the punishment strategy is more effective;(2)As to the using possibility, when dealing with learning burnout problem, withdraw behavior problem, self-centered problem and anxiety problem, teachers apt to use language canalization strategy, when dealing with aggression problem, teachers apt to use behavior canalization strategy;(3) When dealing with learning burnout problem and self-centered problem, teachers with more than 20 years teaching experience believe that duty shift strategy is more effective.

采用问卷法考察了 2 68名中学教师在厌学、退缩行为、自我中心、攻击性行为和考试焦虑五种问题情境下教师对处理学生心理健康问题的策略有效性和使用可能性的评定以及性别、教龄因素对教师评定策略有效性的影响。结果表明 :( 1)中学教师处理学生心理健康问题策略具有情境性 ,教师对处理学生心理健康问题的策略的有效性的认可和真正在具体情境中采取的策略不尽相同。在厌学和退缩行为情境中 ,教师倾向于认为情感关爱型策略更有效 ;自我中心情境中 ,行为疏导型策略更有效 ;攻击行为情境中 ,惩罚约束型策略更有效 ;在焦虑情境中 ,言语疏导型策略更有效。在采用可能性的评定中 ,对学生的厌学、退缩行为、自我中心和焦虑问题 ,教师都更倾向于采用言语疏导型策略 ;在攻击行为情境中 ,教师更倾向于采用行为疏导型策略。( 2 )与性别相比 ,教龄是影响教师评定处理学生心理健康问题策略有效性的较为敏感的变量。在厌学情境中 ,2 0年以上教龄的教师认为责任转移型策略和情感关爱型策略更有效 ;在自我中心情境中 ,2 0年以上教龄的教师认为责任转移型策略更有效

The studies on burnout mostly focus on vocational field, while in recent years the overseas scholars have begun to study learning burnout (LB). As all the studies are in the initial phase, the definition and the survey of LB resort to the experience of job burnout for reference. Meanwhile, burnout in learning field is different in vocational field in essence, so it is unreasonable to modify merely some items of vocational burnout and then use it to research the students' learning...

The studies on burnout mostly focus on vocational field, while in recent years the overseas scholars have begun to study learning burnout (LB). As all the studies are in the initial phase, the definition and the survey of LB resort to the experience of job burnout for reference. Meanwhile, burnout in learning field is different in vocational field in essence, so it is unreasonable to modify merely some items of vocational burnout and then use it to research the students' learning burnout.

倦怠的研究主要在于职业领域里,而近年来国外开始重视研究学生的学习倦怠,但是学生的学习倦怠的界定与量化都还是借鉴职业倦怠的研究成果。学习领域里的倦怠与职业领域里的倦怠有本质的差别,通过修改职业倦怠的部分条目然后将之用于调查学生的学习倦怠尚欠妥当。

Based on the interviewing with undergraduate students about the commitment and burnout in the university learning situation, the undergraduates' professional commitment scale and learning burnout scale were developed. The scales were validated by EFA and CFA. 672 students completed the scales. The results showed that the professional commitment was consisted of four components which are affective commitment, continuance commitment, normative commitment and ideal commitment; the learning burnout was...

Based on the interviewing with undergraduate students about the commitment and burnout in the university learning situation, the undergraduates' professional commitment scale and learning burnout scale were developed. The scales were validated by EFA and CFA. 672 students completed the scales. The results showed that the professional commitment was consisted of four components which are affective commitment, continuance commitment, normative commitment and ideal commitment; the learning burnout was composed of three components that are dejection, improper behavior and reduced personal accomplishment. The regression analysis showed that affective commitment is the most significant predictor to undergradu ate’s learning burnout.

通过对大学学习情境中的承诺和倦怠的研究,编制了适用于大学生学习心理研究的大学生专业承诺量表和大学生学习倦怠量表。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;学习倦怠包括情绪低落、行为不当和成就感低三个维度,量表具有良好的信度和效度。回归分析证明,情感承诺是大学生学习倦怠的重要预测变量。

 
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