知覺因果論 的英文怎麼說

中文拼音 [zhījiàoyīnguǒlún]
知覺因果論 英文
causal theory of perception
  • 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...
  • 覺 : 覺名詞（睡眠） sleep
  • 因 : Ⅰ動詞[書面語] （沿襲） follow; carry on Ⅱ介詞1 [書面語] （憑借; 根據） on the basis of; in accord...
  • 果 : Ⅰ名詞1 （果子） fruit 2 （事情的結局; 結果） result ; consequence 3 （姓氏） a surname Ⅱ動詞（吃...
  • 論 : 論名詞（記錄孔子及其門徒的言行的「論語」） the analects of confucius
  • 知覺 : 1. （感覺） consciousness; esthesia; aesthesia 2. [心] （感性認識） perception; ken
  1. To explore and make clear the background factor of the behaviors, the dynamic relationship and cause - effect relationship between organizational politics perceptions and consequential behaviors. this paper, based on the five theories related to power at different levels, personal perspective, strategy contingency theory, social exchange theory and structural theory. there appear several problems in the development of key disciplines and processes of crossing and assimilating of subjects, including system tie, the character of scientists, the problem of administers, which influence the development and construction of subject, through abstracting, summarizing and based on “ swot ” analytical model from the theory strategic competition by michael baud, we divide organizational politics behaviors in the organizational development of college subjects and crossing and assimilating of subjects into several sorts : including ( 1 ) offensive model ( 2 ) defensive model ( 3 ) strengthening model ( 4 ) shrinking model

    為探索和理清重點學科組織政治行為的背景因素，組織政治知覺與后續產生的組織政治行為的動態關聯性與因果關系，本研究以五種不同層次與權力相關的理論，即個人特質理論觀點（ personalperspective ） ;策略權變理論觀點（ strategycontingencytheory ） ;沖突理論觀點（ conflicttheory ） ;社會交換理論觀點（ socialexchangytheory ） ;結構化理論觀點（ structurationtheory ）為基本理論依據，將重點學科學科發展以及學科交叉與融合過程中出現的諸如體制束縛、科學家自身素質、管理層問題等影響學科建設與發展的共性現象進行提煉、總結，並依據「邁克爾?波特」的戰略競爭理論學說中的「 swot 」分析模型，將大學學科組織發展及學科交叉與融合中存在的組織政治行為進行提練歸類，分為（ 1 ）進攻型; （ 2 ）防守型; （ 3 ）增強型; （ 4 ）退縮型四類政治行為。
  2. Metaleaming theory is developed on the basis of metacognition research. it focuses on teaching the students the ways to perform self - consciousness, self - assessment and self - adjustment in their learning. the learning effect depends much on the students " metaleaming ability

    元學習理論是在元認知研究的基礎上發展起來的，它的核心是教會學生如何根據學習情況進行自我覺察、自我評價、自我調節，元學習能力高低是影響學習效果好壞的重要因素。
  3. There are 350 subjects in this research sampled from middle school in wuhan city. the study tool is a questionnaire compiled by us, and it is derived from national and international researches. we investigate and analyze the difference between students and teachers on causal attribution, affective response and reactive strategy after aggressive behavior

    本研究是在韋納等人發展起來的責任歸因理論的基礎上，以武漢市的350名中學師生為研究對象，以研究者根據國內外研究進行自編的情境問卷作為研究工具，運用近年來採用較多的結構方程軟體lisrel ，調查並分析了中學師生在攻擊行為上的原因知覺、情感反應及行為應對策略等一系列因果關系。
  4. As for theoretics, this study introduce the antecedents and outcomes model, attitudinal and behavioral commitment model, role perception model, multiple prediction model, and behavior intention model … etc

    在組織承諾的理論模式方面，本文介紹前因後果模式、態度性及行為性承諾模式、角色覺知模式、多元預測模式以及行為意圖模式?等理論。
  5. This study aims at several aspects : exploring the situational factors which influence the creative performance of chinese employees, and develping a general scale to evaluate the creative situation ; exploring the characteristics of creative situation in different enterprises, and flying to reflect the different feelings of different employees about the creative support ; discussing the mechanics of the influence on the creative performance under the framework of intrinsic motivation reseach ; investigating the results of creative motivation through detervencing the motivational variables in lab. sticking to the open rules, we constructed 《 the scale of creative organizational situation - 1 》. data was obtained from 459 and 999 employees respectly

    本研究的目的在於探索影響我國企業員工創造性績效的主要情境因素，編制對企業的創造性情境進行合理、可靠評估的通用量表；以該量表為研究工具，科學地探討不同類型企業的創造性組織情境特徵，並系統地揭示企業員工的不同亞群體對組織的創造性支持的知覺差異；以內部動機的基礎研究為理論背景，探討組織情境因素對員工創造性績效產生影響的動機機制；最後，在實驗控制的條件下，對所建構模式中的動機變量加以干預，檢驗創造性的激勵所達到的效果，力圖為企業中的創造性激勵提供具有實踐價值的指導。
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