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   self-esteem 在 初等教育 分类中 的翻译结果: 查询用时:0.056秒
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  自尊
    the age over 50 is better than that of 30 to 50 in the self-esteem;
    在自尊方面50岁以上的小学教师得分高于30—50岁年龄段的小学教师。
短句来源
    Methods:494 elementary school students were measured with CSES (Children's Self-Esteem Scale) and BMSLSS (Brief Multidimensional Students' Life Satisfaction Scale).
    方法:应用儿童自尊量表(CSES)和简明等级学生生活满意度量表(BMSLSS)对494名小学生进行团体施测。
短句来源
    Students in grade 2 and 3 had highest feature self-esteem (Means were 3.4±1.1?3.4±0.7,other grades were 1~3.2).
    二、三年级学生的外表自尊最高(均分分别为3.4±1.1、3.4±0.7),其他年级均分为3.1 ̄3.2;
短句来源
    Students in grade 6 had the highest ability self-esteem(Means were 3.7±0.9,other grades were 2.7~3.4).
    六年级学生的能力自尊最高,均分为3.7±0.9,其他年级2.7 ̄3.4。
短句来源
    (4) Self-esteem related with life satisfaction significantly (r=0.1-0.3).
    (4)小学生的六种自尊均与其生活满意度呈正相关(r值范围0.1-0.3),相关有统计学显著性。
短句来源
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  自尊
    the age over 50 is better than that of 30 to 50 in the self-esteem;
    在自尊方面50岁以上的小学教师得分高于30—50岁年龄段的小学教师。
短句来源
    Methods:494 elementary school students were measured with CSES (Children's Self-Esteem Scale) and BMSLSS (Brief Multidimensional Students' Life Satisfaction Scale).
    方法:应用儿童自尊量表(CSES)和简明等级学生生活满意度量表(BMSLSS)对494名小学生进行团体施测。
短句来源
    Students in grade 2 and 3 had highest feature self-esteem (Means were 3.4±1.1?3.4±0.7,other grades were 1~3.2).
    二、三年级学生的外表自尊最高(均分分别为3.4±1.1、3.4±0.7),其他年级均分为3.1 ̄3.2;
短句来源
    Students in grade 6 had the highest ability self-esteem(Means were 3.7±0.9,other grades were 2.7~3.4).
    六年级学生的能力自尊最高,均分为3.7±0.9,其他年级2.7 ̄3.4。
短句来源
    (4) Self-esteem related with life satisfaction significantly (r=0.1-0.3).
    (4)小学生的六种自尊均与其生活满意度呈正相关(r值范围0.1-0.3),相关有统计学显著性。
短句来源
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  自尊
    the age over 50 is better than that of 30 to 50 in the self-esteem;
    在自尊方面50岁以上的小学教师得分高于30—50岁年龄段的小学教师。
短句来源
    Methods:494 elementary school students were measured with CSES (Children's Self-Esteem Scale) and BMSLSS (Brief Multidimensional Students' Life Satisfaction Scale).
    方法:应用儿童自尊量表(CSES)和简明等级学生生活满意度量表(BMSLSS)对494名小学生进行团体施测。
短句来源
    Students in grade 2 and 3 had highest feature self-esteem (Means were 3.4±1.1?3.4±0.7,other grades were 1~3.2).
    二、三年级学生的外表自尊最高(均分分别为3.4±1.1、3.4±0.7),其他年级均分为3.1 ̄3.2;
短句来源
    Students in grade 6 had the highest ability self-esteem(Means were 3.7±0.9,other grades were 2.7~3.4).
    六年级学生的能力自尊最高,均分为3.7±0.9,其他年级2.7 ̄3.4。
短句来源
    (4) Self-esteem related with life satisfaction significantly (r=0.1-0.3).
    (4)小学生的六种自尊均与其生活满意度呈正相关(r值范围0.1-0.3),相关有统计学显著性。
短句来源
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  self-esteem
No differences were found between the two systems on patients attitudes toward services, on a self-esteem scale, or on a social adjustment scale.
      
It was also found that low self-esteem and lack of support from a core tie at the time of the crisis was associated with a considerably increased risk.
      
Most of them had low self-esteem, and they appeared to confide in inappropriate and unreliable sources of support at time of crisis.
      
Three definitions of vulnerability were studied: high neuroticism (N), low self-esteem (SE), and an external locus of control (LC).
      
Research on the efficacy of measures of self-esteem to predict onset of depression has produced highly variable results.
      
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Group work,as one of the three learning methods the new course standard advocates,is the most distinctive character different from the traditional teaching.It challenges the model of teacher-centered teaching.By group work,class is regarded as the main place of communicating for students.Through promoting communication in classroom,it develops students' self-esteem and self-confidence characters,cultivates cooperative and competitive spirits,improves interactive and aesthetic abilities.Group work emphasizes...

Group work,as one of the three learning methods the new course standard advocates,is the most distinctive character different from the traditional teaching.It challenges the model of teacher-centered teaching.By group work,class is regarded as the main place of communicating for students.Through promoting communication in classroom,it develops students' self-esteem and self-confidence characters,cultivates cooperative and competitive spirits,improves interactive and aesthetic abilities.Group work emphasizes cooperative motives and personal response.

作为新课程倡导的三大学习方式之一,小组合作学习在形式上成为有别于传统教学的一个最明显特征。它有力地挑战了教师“一言堂”的专制,把课堂看作是学校人际互动的主要场所,承认儿童同伴之间的影响力,并通过改进课堂内儿童之间的交往,使之互勉、互爱,增进其自尊、自信及培养团体的合作和竞争意识,发展交往与审美的能力,强调合作动机和个人责任。

Objective:To explore the correlations between self-esteem and life satisfaction in elementary school students. Methods:494 elementary school students were measured with CSES (Children's Self-Esteem Scale) and BMSLSS (Brief Multidimensional Students' Life Satisfaction Scale). Results: (1) There were significant gender and grade differences on self-esteem in elementary school students. Girls got higher scores(Means were 3.8±0.8?3.8±0.9?3.9±0.8)than boys on achievements, discipline and social...

Objective:To explore the correlations between self-esteem and life satisfaction in elementary school students. Methods:494 elementary school students were measured with CSES (Children's Self-Esteem Scale) and BMSLSS (Brief Multidimensional Students' Life Satisfaction Scale). Results: (1) There were significant gender and grade differences on self-esteem in elementary school students. Girls got higher scores(Means were 3.8±0.8?3.8±0.9?3.9±0.8)than boys on achievements, discipline and social morality-help(Means were 3.5±0.9?3.2±0.8?3.6±0.9,F=17.2?47.0?16.6, P<0.01).Students in grade 2 and 3 had highest feature self-esteem (Means were 3.4±1.1?3.4±0.7,other grades were 1~3.2). Students in grade 6 had the highest ability self-esteem(Means were 3.7±0.9,other grades were 2.7~3.4).(2) The interactive effects between gender and grade were significant on the dimensions of feature(F=4.4, P<0.01), ability(F=5.7, P<0.01)and social morality-help(F=5.2, P <0.01). (3) There was significant difference between different genders on life satisfaction in elementary school students. Girls got higher scores than boys (F=5.9, P<0.05, Mean Difference=0.14). (4) Self-esteem related with life satisfaction significantly (r=0.1-0.3). (5) Self-esteems of ability, discipline and social morality-help were important predictive indicators of life satisfaction. Conclusion:Self-esteem was an important predictive indicator of life satisfaction in elementary school students.

目的:考察小学生自尊与生活满意度的特点并探讨二者之间的关系。方法:应用儿童自尊量表(CSES)和简明等级学生生活满意度量表(BMSLSS)对494名小学生进行团体施测。结果:(1)小学生自尊在性别和年级均存在统计学意义的主效应。女生的成就感、纪律、公德与助人三种自尊(均分分别为3.8±0.8、3.8±0.9、3.9±0.8)高于男生(3.5±0.9、3.2±0.8、3.6±0.9,F=17.2、47.0、16.6,P均<0.01)。二、三年级学生的外表自尊最高(均分分别为3.4±1.1、3.4±0.7),其他年级均分为3.1 ̄3.2;六年级学生的能力自尊最高,均分为3.7±0.9,其他年级2.7 ̄3.4。以上差异均具有统计学意义。(2)小学生在外表(F=4.4,P<0.01)、能力(F=5.7,P<0.01)、公德与助人(F=5.2,P<0.01)三种自尊上存在统计学意义的性别和年级的交互效应。(3)小学生生活满意度存在统计学意义的性别差异,女生的生活满意度高于男生(F=5.9,P<0.05,均值差=0.1)。(4)小学生的六种自尊均与其生活满意度呈正相关(r值范围0.1-0.3),相关有统计学显著性。(5)...

目的:考察小学生自尊与生活满意度的特点并探讨二者之间的关系。方法:应用儿童自尊量表(CSES)和简明等级学生生活满意度量表(BMSLSS)对494名小学生进行团体施测。结果:(1)小学生自尊在性别和年级均存在统计学意义的主效应。女生的成就感、纪律、公德与助人三种自尊(均分分别为3.8±0.8、3.8±0.9、3.9±0.8)高于男生(3.5±0.9、3.2±0.8、3.6±0.9,F=17.2、47.0、16.6,P均<0.01)。二、三年级学生的外表自尊最高(均分分别为3.4±1.1、3.4±0.7),其他年级均分为3.1 ̄3.2;六年级学生的能力自尊最高,均分为3.7±0.9,其他年级2.7 ̄3.4。以上差异均具有统计学意义。(2)小学生在外表(F=4.4,P<0.01)、能力(F=5.7,P<0.01)、公德与助人(F=5.2,P<0.01)三种自尊上存在统计学意义的性别和年级的交互效应。(3)小学生生活满意度存在统计学意义的性别差异,女生的生活满意度高于男生(F=5.9,P<0.05,均值差=0.1)。(4)小学生的六种自尊均与其生活满意度呈正相关(r值范围0.1-0.3),相关有统计学显著性。(5)小学生的能力、纪律、公德与助人三种自尊对其生活满意度具有统计学意义的预测作用。结论:小学生自尊是预测其生活满意度的重要指标。

 

 


 
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