1) cross-situational consistency
跨情境稳定性
1.
This paper starts from Markus conceptualization of self-schema, criticizes two important assumptions in her conceptualization: the bipolar model and cross-situational consistency,and points out that it will be helpful to study further by adopting the bivariate model and separate-situational consistency.
本文从Markus对自我图式的构念出发,批评了其构念过程所借助的两个重要假设:两极模型与跨情境稳定性,指出采用双变量模型与分情境稳定性假设可能有助于对中国人“既此又彼”的思维进行更深入的研究。
2) separate-situational consistency
分情境稳定性
1.
This paper starts from Markus conceptualization of self-schema, criticizes two important assumptions in her conceptualization: the bipolar model and cross-situational consistency,and points out that it will be helpful to study further by adopting the bivariate model and separate-situational consistency.
本文从Markus对自我图式的构念出发,批评了其构念过程所借助的两个重要假设:两极模型与跨情境稳定性,指出采用双变量模型与分情境稳定性假设可能有助于对中国人“既此又彼”的思维进行更深入的研究。
3) straddle stability
横跨稳定性
4) emotional stability
情绪稳定性
1.
College students emotional stability as the predictor of mental health;
大学生情绪稳定性对心理健康的预测作用
2.
Research on the Relationship between Emotional Stability, Attention Stability and Academic Performance of the Grade One Students in Junior School;
初一学生情绪稳定性、注意稳定性和学业成绩的关系研究
3.
The research on the personality traits influencing flying cadets emotional stability;
影响飞行学员情绪稳定性的个性特征研究
5) neuroticism
[njuə'rɔtisizəm]
情绪稳定性
1.
In recent years, the foreign researchers proposed that self-esteem, general self-efficacy, locus of control and neuroticism construct a more global, more fundamental factor, named core self-evaluation.
国外的学者认为自尊、一般自我效能、心理控制源和情绪稳定性构成了一个更加广泛、更加基本的因素,即核心自我评价,同时发现该因素与工作满意度和工作绩效有较强的相关。
6) emotion stability
情绪稳定性
1.
The purpose of the research was to explore the relationship between attention stability and emotion stability of junior middle school students who have different scholastic attainments.
研究目的是探讨不同学业成绩的初一学生的注意稳定性、情绪稳定性的关系。
2.
Based on the findings,we tested in Experiment 2 whether emotion stability had an impact role on the mood-congruency effect in the action of mood acknowledgment.
实验二进一步探讨了情绪稳定性在情绪关注条件下对情绪一致性效应的影响,发现只有高稳定个体在情绪关注后消除了一致性效应的影响,而低稳定个体对面孔的印象仍与其情绪状态相一致,说明关注情绪后对一致性效应的调节,仍受个性因素的制约。
补充资料：情境性学习
情境性学习：学习的社会建构理论对知识与学习的一种看法，认为知识不是个人的认知结构，而是随着时间而发展的社会团体的创造。社会团体的习俗（practices of community）——相互作用和办事的方式以及该团体所创造的工具——构成了该团体的知识。学习意味着变得更有能力参与那些实践和应用那些工具。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条