本我焦慮 的英文怎麼說

中文拼音 [běnwǒjiāolǚ]
本我焦慮 英文
id anxiety
  • 本 : i 名詞1 （草木的莖或根）stem or root of plants 2 （事物的根源）foundation; origin; basis 3 （本錢...
  • 我 : Ⅰ代詞1. （稱自己） i; my; me 2. （指稱我們） we; our; us 3. （""我、你"" 對舉, 表示泛指） 4. （自己） self Ⅱ名詞（姓氏） a surname
  • 焦 : Ⅰ形容詞1 （物體受熱失去水分 呈現黃黑色並發硬、發脆） burnt; scorched; charred 2 （著急） worried;...
  • 慮 : Ⅰ動 （思考） consider; ponder; think over Ⅱ名詞1. （擔憂; 發愁） concern; worry 2. （姓氏） a surname
  • 本我 : id, ego, and super-ego
  • 焦慮 : feel anxious; extremely anxious; have worries and misgivings; inquietude; dysphoria; anxiety焦慮...
  1. " i was basically in the foetal position, basically in hysterics. . and having severe anxiety and panic attacks, " she said

    她說： 「我基本上處于胎兒的位置，有點歇斯底里，也伴有嚴重的焦慮和驚恐。 」
  2. This in turn introduces chinese literary theory into the global context by which chinese literary theory has shaken off the trammels of the meta - narrative of historical totality but unfortunately entered three dilemmas : the disjunction between modern anxiety and self - identification, the displacement between ontological and strategic links, and the condensation of source documents and the expansion of the applied programs

    現代性西學東漸使中國文論進入全球化語境，在這一語境中，漢語批評擺脫了總體性歷史元敘事的控制，但又遭遇到三方面的兩難處境：現代性焦慮與自我認同的裂變、本體論介面與策略性介面的錯位、源文件的壓縮與應用程序的擴張。
  3. As a result, we made a survey and analyze on the current situation of test anxiety among 481 pupils in three cities : changsha, hengyang, lengshuijiang, and on the base we choose 15 high - test - anxiety students in changsha as our samples of intervene research, trained them with synthetically pattern of cognition - behavior about test anxiety in order to find a integrative treatment model which reflects the multidimension features of test anxiety

    為此，我們進行了綜合研究，在調查研究和相關分析的基礎上以小學生為研究對象，開展考試焦慮的認知?行為綜合訓練，以期能結合小學生的身心發展特點，找到一種代表考試焦慮本身多維度特性的整合治療模式。
  4. Basically, it is the body ' s way of showing anxiety or worry

    從根本上來說，壓力是我們的身體表達焦慮和擔擾的一種方式。
  5. Based on the theory of achievement goal and self - efficacy of self - regulated learning, this study investgated evaluation style influenced on achievement goal, self - efficacy, anxiety and academic achievement. the study includes two experiments

    本研究根據自我調節學習中的成就目標、自我效能理論，探討了評價方式對成就目標、自我效能感、焦慮及學業成就的影響，為此分別做了實驗一和實驗二。
  6. Objective the article probes into the characteristics of anxious college students " self - schema and the differences between it and depressive college students "

    目的：本研究旨在探討焦慮大學生自我圖式的特點以及它與抑鬱大學生自我圖式的區別。
  7. Results ( 1 ) college students " bad mental condition is based on anxiety, and the ratio of its any kind is almost the same, while the number of depressive students are less, only 1 % ; ( 2 ) depressive college students have negative self - schema that is much stabler and more constant in content

    結果： （ 1 ）大學生的心理不良狀態以焦慮為主，各類焦慮比率基本相同，抑鬱人數較少，只佔1 ； （ 2 ）抑鬱大學生存在以無望的、苦惱的和失敗的內容為主題的自我圖式，並且他們的自我圖式具有較強的穩定性和內容專一性。
  8. Using state - trait anxiety inventory drawn up by spielberger, self - concept scale of university drawn up by huang xiting, zheng yong and coping style questionnaire drawn up by xiao jihua, the author test 1095 college students. the main results are as following : ( 1 ) anxiety level of college students is a significantly higher than the national average. in addition, the student anxiety of different grades is remarkably different, and anxiety state of the junior is higher than other grades

    本文的研究過程主要運用spielberger等人編制的狀態?特質焦慮問卷和鄭涌、黃希庭自編的自我概念量表及肖計劃等人的應付方式問卷，對1095名在校大學生進行團體測查，主要研究結果有以下幾個方面： （ 1 ）大學生整體焦慮顯著高於全國常模；大學生焦慮存在顯著的年級差異，三年級的焦慮狀況顯著高於其他年級。
  9. Dr. siu suggests that, under the present adverse economic situations, executives and managers in hong kong can better add values to self by having more assertive training to boost self - confidence, developing self - esteem admire one s strengths, and enhancing self - efficacy the level of confidence towards one s ability to accomplish a desired outcome, in order to cope with heavy workload, have high adaptability, be wise decision - makers, and eradicate anxiety towards job insecurity

    蕭博士表示：在經濟不景的情況下，本地行政人員及經理階層應多訓練自信相信個人能力培養自尊欣賞個人優點及提升自我認受效能作為自我增值，亦需多進行減壓運動，以便應付繁重的工作量，提高應便能力，從而消除對工作的焦慮感，繼而成為明智的決策者。
  10. These were the subject of the first night s cogitation, after i was come home again, while the apprehensions which had so over - run my mind were fresh upon me, and my head was full of vapours, as above : thus fear of danger is ten thousand times more terrifying than danger it self, when apparent to the eyes ; and we find the burthen of anxiety greater by much, than the evil which we are anxious about ; and which was worse than all this, i had not that relief in this trouble from the resignation i used to practice, that i hop d to have

    那時候，我又像第一次發現腳印后那樣，驚魂不定，心裏充滿疑慮，心情憂郁低落。由此可見，對危險的恐懼比看到危險本身更可怕千百倍而焦慮不安給人的思想負擔又大大超過我們所真正擔憂的壞事。更糟糕的是，我以前總能聽天由命，從中獲得安慰而現在禍到臨頭，卻不能使自己聽從天命了，因而也無法獲得任何安慰。
  11. At first, this paper has a respective correlation analysis then has a personal inquiries about self - efficacy, interest level of the students of three different kinds and their attribution, school environment, anxiety level, interest level, learning strategy, motivation level, motivational behavior, and self - efficacy

    摘要本文運用相關分析法及個人訪談法對來源於高職院校三大類學生的歸因傾向、學校環境、興趣水平、焦慮水平、學習策略水平、動機水平、動機行為、自我效能感水平分別與他們的自我效能感水平、興趣水平作了相關分析。
  12. It can be used to aid in pain relief, depression, ( i am seasonally depressed and use visualization therapy a lot to help me get through winter ) and in anxiety reduction

    視覺化能幫助減少痛苦，減輕抑鬱，焦慮（我本人周期性地會感到抑鬱，視覺化療法很大地幫助我度過冬天） 。
  13. Defeat bipolar depression week follows two earlier public education programmes about anxiety and panic attacks. the latest initiative involves a special hotline 2606 - 3939 that people can call for a preliminary self evaluation to see whether they have tell - tale symptoms. there is also seminar series with the last one scheduled for this sunday with professor sing lee from the hong kong mood disorders centre talking about bipolar depression research, treatment and prevention

    為協助?民對抗情緒困擾，繼早前舉辦有關焦慮癥及驚恐癥的大型活動后，新一浪戰勝郁躁周亦經已展開，專設郁躁癥熱線電話2606 - 3939 ，讓?民進行免費自我測試，並將舉辦一系列專題講座，壓軸大型專題講座將于本周日舉行，由中大香港健康情緒中心主管李誠教授主講，介紹郁躁癥的最新研究及有效防治方法。
  14. By investigating and analyzing the students ' psychological pressure, aiming to reduce the students ' nervousness, anxiety produced by obstacle, feeling and parents ' expectation, and blind ways to reduce pressure, this paper proposed some supporting measures

    摘要本文通過對我校學生心理狀況的調查分析，針對學生主要存在的適應障礙、情感和家庭期望帶來的緊張和焦慮以及選擇舒解壓力渠道盲目等心理壓力，提出了相應的幫扶舉措。
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