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1)  Learned Helplessness
习得性无力感
1.
Research on Formation and Solution of Learned Helplessness during Physics Learning of Junior Middle School Students;
初中生物理学习中习得性无力感的成因及对策的研究
2)  learned helplessness
习得性无助感
1.
Prevention and correction of students learned helplessness in compulsory Pingpong course;
乒乓球普修课学生习得性无助感的预防和矫正
2.
There is no good effect to students motivation, emotion and recognition in the math-learned helplessness.
数学学习中的习得性无助感会对学生的动机、情感和认知产生不良影响,是形成数学学习困难生的主要原因之一。
3.
The learned helplessness in the mathematics study was notably negative with mathematics learning motivation,the sense of self-efficiency,teachers’ expects,study tactics.
数学学习中习得性无助感与数学成绩、数学学习动机、数学自我效能感、知觉到的教师期望、数学学习策略显著负相关,与数学焦虑显著正相关。
3)  learned helplessness
习得性无助
1.
Tht symptom and therapy of learned helplessness of primary school pupils and middle school students;
中小学学生习得性无助的形成、表现及其治疗
2.
Objective: To study the effect of inescapable foot shock on the expression of c-FOS protein in the hippocampus of learned helplessness (LH) rats.
目的:研究不可逃避的脚底电刺激对习得性无助大鼠海马神经元c-FOS表达的影响,以进一步探讨抑郁症的发病机制。
3.
This paper introduced the concept of learned helplessness and analyzed students symptom of learned helplessness in physical education.
笔者分析了习得性无助在学生体育学习中的表现,以及习得性无助与归因之间的关系,结合归因训练的通用模式和利兹归因编码系统,提出了一个适用于体育学习领域的习得性无助的归因训练程序。
4)  learning helplessness
习得性无助
1.
The root of "mental poverty" is learning helplessness,and pessimistic explanatory style is the cognitive reason of learning helplessness.
其心理贫困的根源在于习得性无助,悲观的解释形态是习得性无助产生的认知原因。
2.
This paper expounds synoptically the attribution theory, self-efficiency sense theory and learning helplessness theory and explores how to actively attribute in foreign language teaching by combining foreign language practice so as to enhance students sense of self-efficiency, inspire students motivation of achievement and improve teaching efficiency.
对归因理论、自我效能感理论、习得性无助理论作了概括阐述,并结合外语教学实践探讨在外语教学中如何积极归因以增强学生自我效能感,激发学生成就动机,提高教学效率。
5)  lower ability acquisition
习得性无能
1.
Thus the phenomena of lower ability acquisition comes into being.
习得性无能是学业不良学生的一种普遍倾问。
6)  Acquired Sense of Helplessness
习得性失助感
1.
The Study on the Acquired Sense of Helplessness That High School Students Have in Their Learning Mathematics;
高中生数学学习过程中习得性失助感的产生原因及防治策略研究
补充资料:焦虑习得反应理论


焦虑习得反应理论
learned response theory of anxiety

  焦虑习得反应理论(learned respo”setheory of anxiety)焦虑的一种理论模式。此理论将重点不是放到个体的内心冲突上,而是着重阐述个体如何通过学习的历程将焦虑同某种情境联系起来。根据这个理论,焦虑是一种习得的反应。某种情境引起创伤性体验,这会使得一些人将两者联系起来;此后每当想到此情境或刺激时便立刻焦虑起来。由此可见,这是一种条件反射式的学习历程,焦虑是一种条件反应。有时候,人们采用逃避或回避的方式借以减少焦虑,即逃离或事先避开所怕的刺激情境。逃避和回避减少了焦虑体验,焦虑体验的减少反过来又强化逃避和回避行动。这样一来,焦虑者就没有机会来细心探查原先的那个刺激情境是否真的值得焦虑,是否有什么办法对付它。一些成年人一直回避那些在其童年时代诱发过焦虑的情境或刺激物,这种童年期习得的焦虑很难消退,其原因便是回避行为。这一理论得到一些临床观察的支持,对焦虑症的治疗有指导意义。 (梁宝勇撰牟丈博审)
  
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