自我效驗 的英文怎麼說

中文拼音 [zìwǒxiàoyàn]
自我效驗 英文
self-efficacy
  • 自 : Ⅰ代詞（自己） self; oneself; one s own Ⅱ副詞（自然;當然） certainly; of course; naturally; willin...
  • 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
  • 效 : Ⅰ名詞（效果; 功用） effect; efficiency; result Ⅱ動詞1 （仿效） imitate; follow the example of 2 ...
  • 驗 : 動詞1. （察看; 查考） examine; check; test 2. （產生預期的效果） prove effective; produce the expected result
  • 自我 : 1 （自己） oneself; self 2 [心理學] ego; 自我保護 self protection; 自我評價 self assessment; self...
  1. Sta tis ti cal anal y ses included chi - square test, paired t - test, anal y sis of covariance, one - way anova, and scheffe s post hoc com par i son

    另外，經兩組前測為共變項之共變數分析之後，實驗組后測之自覺運動利益及運動自我效能分數皆顯著高於對照組后測之分數。
  2. Promote the students phys ical marks effectively. in the period of experiment to research the students learning physics self - efficacy measure problems. has a contrast with the students learning the physics aim and its study results and make the following conclude by the analysis and comparative of the front and back measurement. the students " self - efficacy has a close coordination wi

    在實驗過程中，研究了學生學習物理自我效能感的測量問題，並與學生的學習物理動機、物理學習成績進行了對比，通過前測與后測的分析和比較驗證了以下結論：學生的自我效能感與物理成績有密切相關，學生的學習動機與自我效能感成正相關，男女生學習物理的自我效能感存在差異，學生的自我效能感水平與考試情緒有關系。
  3. General self - efficacy scale

    檢驗一般自我效能感量表
  4. Quite acknowledged with various products relate to polymers, good at mathematics, physics chemistry, good english comm ， skillfully operate many experimental equipments, search read documents in both chinese english effectively, also can use c + + language to develop some small programs

    自我評價：對高分子各類產品及其性能全面了解，數理化基礎扎實，英語良好，對各種化學實驗儀器可以熟練操作，能有效地查找和閱讀中英文資料，並且可以用c + +語言編寫一些小程序。
  5. The first part concerned the self - conceptions of competence in the field of children ' s physical exercise. it was made up of three experiments : experiment i used bandura ' s classical pattern of the measurement of self - efficacy for reference. before and after the children ' s three trial jumps respectively, they were asked to assess their abilities to fulfill a series of tasks of standing long jumps from easy to difficult

    第一部分是幼兒身體運動領域能力自我知覺的研究，由三個實驗組成：實驗一借鑒bandura自我效能測量的經典模式，在幼兒三次集中試跳之前、之後，分別讓幼兒就自己在完成從易到難的一系列立定跳遠任務上的能力及把握程度做判斷，並在其後再對自己最大能力分別做一個單項目的總的判斷，比較試前泛化經驗和試后即時直接經驗對幼兒能力知覺的影響作用，並對比單項目判斷和多項目判斷對幼兒能力自我知覺的反映情況。
  6. The questionnaire b ( scale b, see appendix 2 ) was used to pretest and posttest the network ' s influence to bi. the results of the t - test indicate that bi with english as dominant instructional language outperformed the control group

    2 、在實驗2組與對照組之間、實驗2組組內進行t檢驗，表明以漢語作為主要的教學語言，對學生學習動機的激發與維持、自我效能的提高和元認知能力的提升作用不大。
  7. A group of 4082 high school students from 63 high schools were selected as the subjects for the testing of scale reliability and validity

    （ 2 ）中學生自我調整學習量表對三個效標測驗的同時效度相當理想，對受試者學業成績與教師評定的學習適應分數也有不錯的預測效度。
  8. The instruments, questionnaire on teacher interaction revised by mr. jiang guangrong and student descriptive questionnaire i revised by mr. dong qi etc do great help to the study. the credibility and validity of those are analyzed and proved

    本研究採用江光榮修訂的《教師風格問卷》和董齊等人修訂的《小學生自我概念問卷》作測量工具，對問卷的信、效度進行了檢驗。
  9. The absence of evaluation is superior to relative evaluation on self - efficacy. experiment 2 provided absolute evaluation, relative evaluation and the absence of evaluation in two months. with 306 junior - middle - school - student from grade two being subjects, experiment 2 studied different evaluation influenced on achievement goal, self - efficacy, anxiety and academic achievement the conclusions were as follows : 1

    實驗二以學校的自然班組為單位， 306名初中二年級學生為被試，設置了絕對評價、相對評價和無評價三種不同的評價條件，通過讓學生親身體驗不同的評價方式，考察不同的評價方式對成就目標、自我效能感和焦慮的影響。
  10. 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。
  11. This thesis takes the middle school students as subjects and discusses the family factors " influence on the self - efficacy of middle school students. based on former studies, the theory model that indicates how family factors influence the middle school students " self - efficacy is set up on the whole. then we make a further analysis and test on the model

    本研究將家庭因素分為外環境因素（客觀性質的因素） 、內環境因素（主觀性質的因素）兩個層面，根據現有研究基礎，在總體上構建出家庭因素對中學生自我效能感直接和間接影響作用的模型，然後對該模型做進一步的驗證與探討。
  12. 2 cultivate students " self - consciousness, finding real oneself and self - control

    客觀地認識自己，積極的自我體驗，有效的自我控制。
  13. The fourth part including : to train the students self - efficacy teaching experimental research apply to train the students " self - efficacy teaching tactics

    應用培養學生自我效能感的教學策略，在高中物理教學中進行了為期十二周的教學與管理實驗。
  14. The pur pose of this study was to inves ti gate the effects of exer cisc inter ven tion on improvement of perceived exercise benefit, perceived exercise barrier, and exercise self - efficacy

    摘要本研究之主要目的在探討職場員工之運動行為改變計劃介入對實驗組研究對象之自覺運動利益、自覺運動障礙及運動自我效能的成效。
  15. Through interviews of students, questionnaires, advice of experts, and existing research achievements, i draw up the learning strategy scale and influential factors scales. the influential factors scales consist of sense of self - confidence scale, motive scale, reasoning scale, and consciousness of learning strategy scale in chinese learning. after been verified, the reliability and validity of all scales can live up to the requirements of statistics without exception

    通過訪談、開放式問卷調查及徵求專家意見，再結合已有的研究成果，編制了語文學習策略量表和影響因素量表，其中，影響因素量表包括：語文學習自我效能感量表、語文學習動機量表、語文學習歸因量表和語文學習策略意識量表，經驗證，所有量表的信度、效度均達到了測量學要求，然後在五所中學實施測試，被試包括從初一到初三的學生共計665名。
  16. After processing the collected data, the results are reached as follows : most students except those from no. 30 middle school which is interfered by the educational experiment seldom participate in voluntary activities. students who often participate have significant difference with those who seldom participate in the aspects of social responsibility, self - efficacy, altruistic attitude, and moral behaviors. the difference in the moral judgment is not significant

    通過對實驗數據的統計分析發現，除經過教育干預的30中以外，大多數學校的學生很少參加志願服務活動；經常參加志願服務活動的學生與不經常參加的學生相比，在社會責任感、自我效能、利他態度和道德行為方面存在顯著的差異；在道德判斷上差異不顯著；幫助老人、保護環境、宣傳、捐贈等志願服務項目都分別和社會責任感、利他態度、自我效能、道德行為存在著不同程度的相關。
  17. All sub jects com pleted a struc tured ques tion naire, includ ingperceived exerciscbene fits, per ceived exercisebarriers, exercise self - efficacy, and stages of exer cise, pre - test and post - test

    研究結果發現實驗組在計畫介入后，自覺運動利益及運動自我效能綿顯著高於計畫介入前，而自覺運動障礙顯著低於計畫介入前，但對照組此三者之計畫介入前後結果則無顯著差異。
  18. This research showed the factors for self - efficacy of macao civil servant by the exploratory factor analysis and the confirmatory factor analysis on the basis of theoretical analysis, data analysis, interview and questionnaire surveying

    本研究通過訪談、問卷調查、資料分析、因素分析等心理測量學和統計學的原理和方法， ?用探索性因素分析和驗證性因素分析技術，對澳門公務人員自我效能感因素結構進行研究。
  19. In this research we measured the need for cognition, the general perceived self - efficacy and creativity of middle school students, and compared their influence in creativity. we got the following finds finally : ( 1 ) the need for cognition, the general perceived self - efficacy and creativity aptitude of middle school students are above medium lever, and creative thinking ability is lower relatively

    本文利用認知需求量表、一般自我效能感量表、威廉斯創造傾向測驗和中學生創造思維練習，分別考察了中學生一般自我效能感、認知需求、創造傾向以及創造思維能力的發展特點，並比較了一般自我效能感和認知需求對中學生創造性的影響程度。
  20. Here, referring to the course reformation for the perspective, i venture to start from the organizational mode of reformed teaching for an exploration on possibility of integrating theoretical study into practical work. with students in the regular senior high school as my target, exercise of an integrated study mode in history teaching as the theme, and modem pedagogical and psychological theories such as constructivism, group dynamics, need hierarchy, self - efficacy and independent education as the basis, i construct a cooperative studying mode that suits modem history teaching in a way with functional goals, experimental principles, operational process, pedagogical strategies in full consideration, and actively probe into the relation among modes for cooperative study, independent development of the students, cultivation of cooperation and innovation

    因此，筆者以課改為契機，試圖從改革教學組織形式的角度出發，將理論研究與實踐探索相結合，以普通高中學生為研究對象，以在歷史教學中實施合作學習模式為課題，以建構主義、團體動力學說、需要層次理論、自我效能理論和主體性教育等現代教育學、心理學理論為依據，從功能目標、實驗原則、操作程序、教學策略等方面，全方位地構建了適合現代歷史教學的合作學習模式，並對實施合作學習模式和學生主體性的發展、合作與創新精神的培養的關系進行了積極的探索。
分享友人
分享到 Line

分享到臉書