trait anxiety中文是什么意思

发音:

中文翻译
造句

特征性焦虑
特质焦虑
特质性焦虑

trait n. 1.特色，特点，特征；性格；脾气；容貌。 2.一触 ...
anxiety n. 1.悬念，挂虑，忧虑。 2.切望，渴望。 3.【病 ...
state trait anxiety inventory 焦虑状态与特质量表
trait anxiety inventory 焦虑状态与特质量表
trait anxiety inventory for children 儿童焦虑状态与特质量表
a trait of 一点点, 少许, 微量
trait n. 1.特色，特点，特征；性格；脾气；容貌。 2.一触，一笔，一画。 3.〔罕用语〕一点点，少许 (of)。 a new trait 新品质[特点]。 marked Japanese traits 日本人的显著特点。 national traits 国民性。 a bad trait 不好的特点。 a trait of humour 有点幽默感。 4.【生物学】性状 (＝character)。
anxiety n. 1.悬念，挂虑，忧虑。 2.切望，渴望。 3.【病理学】(精神)不安，苦闷。 cause sb. much anxiety 使人极不放心。 be all [in great] anxiety 担忧。 feel no anxiety about 对…不愁，不着急[关心]。 give anxiety to 使…担心。 with great anxiety 非常担忧、焦急。
be in anxiety of 渴望
in anxiety 担忧着
ability trait 能力特质
acculturated trait 涵化特质
acquired trait 获得的特质
adaptive trait 适应性质
allesthetic trait 异感性状
alternative trait 交替性状
attitudinal trait 态度特性; 态度特质
behavioral trait 行为特性
behavioural trait 行为的特性; 行为特性
carcass trait 胴体性状
cardinal trait 首要特质
central trait 核心特质; 中心特质
character trait 品格特质; 性格特性; 性格特征
collective trait 集体特质
common trait 共同特质

"查查词典"手机版

千万人都在用的超大词汇词典翻译APP

例句与用法

( 5 ) state anxiety is affected strongly by " self - blaming " . trait anxiety is influenced strongly by " self - blaming " , " solving problem " and " imaging " . the students with higher anxiety tend to use negative coping style
( 5 )自责对状态和特质焦虑都有较强的预测能力，自责、解决问题和幻想因子对特质焦虑的预测能力较强；高焦虑的大学生倾向于运用消极的应付方式。
3 . the trait anxiety of female college students is more subject to uncertainties of future , unfairness , pressure of studies , and interpersonal trouble , while the one of male college students more to financial trouble and trouble of courtship
3 .女大学生的特质焦虑更容易受前途不确定性、不公平性、学业压力以及人际困扰因素的影响，而男大学生的特质焦虑更多地来自经济困扰及恋爱困扰。
Spielberger ' s distinction between trait anxiety and state anxiety makes anxiety an operational concept of empirical research , ending the history of philosophical reasoning and qualitative research of anxiety , and bringing about a new stage of empirical research of it
Spielberger ( 1966 )对特质焦虑与状态焦虑的划分使焦虑成为可进行实证研究的操作性概念，从而使对焦虑的研究结束了哲学思辨和定性研究的历史，进入了实证研究的新阶段。
( 4 ) state anxiety is affected strongly by kindness , family , academic as well as self - accept , whereas trait anxiety is influenced strongly by intercommunicate , academic self - accept and family . there is a negative correlation between many factors of self - concept and anxiety
( 4 )友善、家庭、学业和自纳对状态焦虑有强的预测能力，交际、学业、自纳和家庭对特质焦虑有强的预测能力；自我概念的许多因子与大学生焦虑有显著的负相关。
The results indicated : ( 1 ) the significant gender and grade differences of college students " cdmse were demonstrated , but there were no significant differences in specialty . ( 2 ) generally , with the development of grades , college students " cdmse scores showed a high - low - high developmental trend . ( 3 ) a significant negative correlation between cdmse scores and trait anxiety at the . 01 level was reported , as well as between cdmse scores and internal - external locus of control
研究结果表明：（ 1 ）大学生在择业效能感上存在显著的性别和年级差异，并不存在专业差异；（ 2 ）就总体而言，随着年级的升高，大学生的择业效能感呈现出高-低-高的发展趋势；（ 3 ）大学生的择业效能感与特质焦虑和内-外心理控制源之间都存在极其显著的负相关，特质焦虑和内-外心理控制源之间则存在极其显著的正相关。
However , their research is still confined within one single relevant factor , and very little comprehensive study has a negative influence on an overall understanding of the factors influencing trait anxiety . furthermore , the statistic methods used by them are backward , and they are confined to relevance analysis , difference test and regression analysis . consequently , their research fail in demonstrating the concrete mechanism of the factors influencing trait anxiety , and in defining the relative importance of the relevant factors during the process of the form of trait anxiety
但现有的研究主要是针对单一的影响因素而展开，综合性研究还很少，从而限制了对特质焦虑影响因素的宏观理解，而且大多数研究的统计方法相当落后，仅停留在一般的相关分析、差异检验和回归分析方面，因而无法揭示各种因素对特质焦虑影响的具体机制，也无法明确各种影响因素在特质焦虑形成中的相对重要性。
Results : there was significant difference between state anxiety and trait anxiety of those people who have different experience of psychology learning . significant difference existed among different grades in metacognitive plan . there was negative correlation between anxiety status and metacognitive ability . different anxiety tendency had significant differences in the dimensions of metacognitive ability . metacognitive monitoring was most effective expectant variable for state - anxiety and trait - anxiety
结果：在状态焦虑和特质焦虑上，不同心理学学习经历存在显著差异；在元认知计划上，不同年级存在显著差异；大学生焦虑状况和元认知能力呈负相关；不同焦虑倾向在元认知能力各纬度上均存在显著差异；元认知监控是特质焦虑和状态焦虑最有效的预测变量。
From the above , the author suggested 3 assumptions : ( 1 ) the subjects " state anxiety and trait anxiety had no significant gender , grade and city - country differences . ( 2 ) the self - formulated science and engineering course undergraduates anxiety questionnaire can be extracted six behavioral factors . ( 3 ) the science and engineering course undergraduates had significant gender , grade and city - country differences in some behavioral dimensions of the self - formulated questionnaire
根据研究目的，特捉出如下假设： ( 1 )理工科大学生的状态焦虑和特质焦虑，不存在年级、性别和城乡差异； ( 2 )理工科大学生焦虑自编问卷可以提取六个行为因子，分别命名为学习、人际、就业、健康、家庭经济和意义价值； ( 3 )理工科大学生在焦虑自编问卷的各行为表现维度上，存在性别、年级和城乡差异。
The present paper , employing such advanced statistic techniques as exploratory factor analysis , confirmatory factor analysis , and structural equation modeling , conducts two pieces of empirical study , with a view to : ( 1 ) exploring the structural characteristics of the factors influencing trait anxiety of college students , constructing a model of them and accordingly developing a questionnaire about the factors influencing trait anxiety of college students . ( 2 ) studying the relation between the factors influencing trait anxiety of college students and their trait anxiety , as well as the mechanism of the influence , and constructing the structural model of the relation
本研究应用了探索性因素分析、验证性因素分析以及结构方程模型等高级统计原理与技术，通过两个具体的实证研究旨在： ( 1 )探讨大学生特质焦虑影响因素的结构特征，建立大学生特质焦虑影响因素模型，并以此为基础编制“大学生特质焦虑影响因素问卷” ； ( 2 )考察大学生特质焦虑影响因素与其特质焦虑形成的关系及其影响机制，建立大学生特质焦虑影响因素与特质焦虑的关系模型。
The results proved , ( 1 ) the subjects " state anxiety and trait anxiety had significant grade difference , but no significant gender and city - country differences . ( 2 ) the self - formulated science and engineering course undergraduates trait anxiety questionnaire had better reliability and validity . ( 3 ) the science and engineering course undergraduates had significant grade and city - country differences in some dimensions of the self - formulated questionnaire
经研究发现， ( 1 )理工科大学生的状态焦虑和特质焦虑，存在显著的年级差异，而不存在性别和城乡差异； ( 2 )自编理工科大学生特质焦虑问卷具有较好的信度和效度； ( 3 )理工科大学生在自编问卷的某些维度上，存在年级和城乡差异。