認知性焦慮 的英文怎麼說

中文拼音 [rènzhīxìngjiāolǚ]
認知性焦慮 英文
cognitive anxiety
  • 認 : 動詞1 （認識; 分辨） recognize; know; make out; identify 2 （建立關系） enter into a certain rela...
  • 知 : Ⅰ動詞1 （知道） know; realize; be aware of 2 （使知道） inform; notify; tell 3 （舊指主管） admin...
  • 性 : Ⅰ名詞1 （性格） nature; character; disposition 2 （性能; 性質） property; quality 3 （性別） sex ...
  • 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
  • 知性 : intellectuality
  • 焦慮 : feel anxious; extremely anxious; have worries and misgivings; inquietude; dysphoria; anxiety焦慮...
  1. Art therapy practice is based on knowledge of human developmental and psychological theories which are implemented in the full spectrum of models of assessment and treatment including educational, psychodynamic, cognitive, transpersonal, and other therapeutic means of reconciling emotional conflicts, fostering self - awareness, developing social skills, managing behavior, solving problems, reducing anxiety, aiding reality orientation, and increasing self - esteem

    藝術治療的應用基於人們對個體發展和心理理論的認識，通過教育、精神動力、認知等治療手段來緩解心理沖突，培養自我意識，提高社會技能，增進對行為的自我控制，減輕焦慮，幫助檢驗真實性，提高自尊心。
  2. Treatment programs include both emotion - focused treatments and cognitive - focused treatments, but only multimodel integrative test anxiety treatments that consist of emotion - focused and cognitive - focused orientations, seem to best represent the true nature of the test anxiety process and to deal with this question. 2

    干預項目通常包括情緒性和認知性兩大治療方式，從理論和觀察角度分析，應當是既包括了認知干預成分，又包括了情緒干預成分的整合治療模式，才有可能很好地代表考試焦慮過程的真正特性，才有可能比較全面、有效地解決考試焦慮的問題。
  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. When it accumulates to a certain amount, it will affect the students ' mathematical cognitive construction, learning strategy selection and math capacity development

    過度焦慮會影響學生的數學認知構建、數學學習策略的選擇和數學能力的發展，導致狀態性焦慮的形成。
  5. The immaturity of the subjects when confronted with the internet, and the imbalance of educational forces, the ineffectiveness of social practices will lead to misguided perceptions and misbehaviors such as digital anxiety when confronting seas of information, intellectual desolation of knowledge, value amazement in pluralism, personality foreinization in role - plays, and institutional barriers in human - computer interaction. the loss of subjectivity in cyber culture is by nature the conversion of students as subjects and the internet as a tool. from this point, we advocate that students " internet activities should return to their " nature " of improving personal subjectivities development

    其中，在學生的自覺能動性、獨立自主性、目的自控性等主體性不成熟的情況下，面對網路環境的誘惑，而各方教育力量的失洽、現實社會規則的失效時，就出現了諸如信息汪洋中的數碼焦慮、知識河流中的智能荒蕪、觀念多元中的價值迷失、角色扮演中的人格異化和人機交往中的社會化障礙等主體性迷失所帶來的認識迷茫、行為失范現象。
  6. 2. there exist thirteen kinds of test mental problem : interpersonal sensitivity, anxiety, stage fright, blame oneself, family pressure, body symptom, motion problem, compel, depressive symptom, inferiority complex, mental disease, cognition problem and neurosis

    通過文獻分析，歸納出了13種中學生考試心理問題：人際敏感、焦慮、怯場、自責、家庭壓力、身體癥狀、動力問題、強迫、抑鬱、自卑、精神病性、認知問題和神經癥。
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