depersonalization 中文意思是什麼

depersonalization 解釋
人格解體
  • n : 1. 【羅馬數字】90〈N＝90000〉。2. 【化學】＝nitrogen. 3. ＝North（ern）。N ＝nuclear 核的：N-waste 核廢料。
  1. Everyone here in america who has allowed the brutalization and depersonalization to go on is responsible

    允許這種殘忍/失去人性的行為繼續進行的每一個美國人都應該負責任。
  2. The conclusions are listed as follows : 1. the ratio of judges who have emotional exhaustion is 21. 9 %, the ratio of judges who have depersonalization is 50. 2 %, and the ratio of judges who have reduction of personal accomplishment is 34. 4 %. what ’ s more, the ratio of judges who are diagnosed as having low job burnout is 34. 4 %, the ratio of judges who are diagnosed as having moderate job burnout is 29. 1 %, and the ratio of judges who are diagnosed as having high job burnout is 6. 4 % 。 2. as far as age, gender, martial status are concerned, the job burnout only shows difference on the variable of age

    結果表明: 1 、被診斷出情緒耗竭的法官的檢出率為21 . 9 % ，人格解體的法官的檢出率為50 . 2 % ，成就感降低的法官的檢出率為40 . 1 % ，有輕度工作倦怠的法官的檢出率為34 . 4 % ，中度工作倦怠的法官的檢出率為29 . 1 % ，高度工作倦怠的法官的檢出率為6 . 4 % 。
  3. The results showed that : urban middle school teachers ' emotional exhaustion is serious ; gender does not affect the score of burnout significantly ; teachers with 1 year job experience recorded significantly lower scores of burnout than others, and teachers who have worked for 6 - 10 years is secondly ; urban middle school ' s type affect the score of emotional exhaustion and depersonalization significantly, and does not affect reduced personal accomplishment ; social support is most important to enhance feelings of teacher ' s personal accomplishment ; among all the sources, supervisor and principal support is the most significant predictor of teacher burnout ; emotional support is more significant predictor of teacher burnout than practical support ; peer support increased teacher ' s emotional exhaustion

    結果發現，城市初中教師的情緒衰竭程度較為嚴重；男、女教師的工作倦怠程度沒有顯著差異；教齡為1年的教師工作倦怠程度最輕，其次是教齡為6 - 10年的教師；普通校教師的情緒衰竭和去人性化程度比示範校教師嚴重，但個人效能感水平不存在顯著差異；社會支持對提高教師個人效能感的作用最大；就降低教師工作倦怠程度來說，來源於校領導的支持最為有效，情感支持比實際支持的作用更大；同事支持反而增加了教師的情緒衰竭程度。
  4. It shows that, on the dimension of emotional exhaustion, the score of judges between 30 and 50 is significantly higher than those ones ’ who are from 20 to 30 and who are older than 50 ; on the dimension of depersonalization, the score of judges who are older than 50 is significantly higher than the judges ’ who are younger than 50 ; on the dimension of reduction of personal accomplishment, the score of judges from 20 to 40 is significantly higher than the judges ’ who are older than 40

    2 、在年齡、性別、婚姻狀況和文化程度這幾個人口統計學變量上，法官僅在年齡上呈現出工作倦怠差異: 30 ? 50歲的法官的情緒耗竭得分顯著高於20 ? 30歲和50歲以上的法官;人格解體層面上， 50歲以上的法官顯著高於50歲以下的法官;成就感降低層面上， 20 - 40歲的法官顯著高於40歲以上的法官。
  5. We found that teachers in shanghai got little high emotional exhaustion score, lower depersonalization score and high efficacy score. the primary school teachers got higher emotional exhaustion and depersonalization score than others. gender, subject, antecedents, salary, executive or not, type of school, school history and so on brought significant effect to teachers burnout

    （ 3 ）性別、科目、教齡、學歷、收入、是否班主任、是否擔任行政職務與以及學校的類型（大學高中初中小學）和建校時間（ 10年內建成的新校有10年以上歷史的老校）對上海教師的職業倦怠情況有顯著影響。
  6. However, the depersonalization, reduced personal accomplishment and total burnout of expert teacher are remarkably lower than that of the novice and proficient teacher. the vocational commitment of novice teacher is in the indesicive and unstable stage. if they meet with some difficulty in te aching, they are easy to be indifferent to all. also, they experienced more emotion of failure

    專家型教師在情感承諾、規范承諾和總承諾水平上都要比新手型與熟手型兩類教師來得高，而他們在人格解體、缺乏成就感和總倦怠水平上卻要比新手型與熟手型兩類教師都來得低。
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