1) explicit self-enhancement
外显自我增强
1.
The transcranial magnetic stimulation (TMS) is applied to explore the neural basis of implicit self-enhancement and explicit self-enhancement.
尽管可能作用机制不同,内侧前额叶在内隐自我增强与外显自我增强中都起作用。
2) Self-enhancement
自我增强
1.
Pattern of Explicit Self-enhancement of Chinese Undergraduate;
中国大学生的外显自我增强模式
2.
The cultural-self perspective challenged the universality of self-enhancement.
文化自我观点质疑自我增强(self-enhancement)的跨文化普遍性,认为东亚人并非像西方人一样拥有对自我保持积极评价的需要,而是自我提升(self-improvement)。
3.
Self-verification and self-assessment are complementary,but the debate between self-verification and self-enhancement is much more complicated,and their debate can be divided into three stages, frommine is biggertoboth of us are all big, to“how do they interact to guide our behavior.
自我验证动机和自我评估动机是互补的,但是自我验证动机和自我增强动机之间的争论则很复杂,它们争论发展可分为3个阶段:从“我重要”到“我们都重要”,再到“怎样相互作用决定人的行为”。
3) explicit self-evaluation
外显自我评价
1.
To explore the relationship between implicit self-esteem and explicit self-evaluation,subjects were manipulated to report explicit self-evaluation under high or low cognitive load,and Implicit Association Test(IAT) was employed to measure implicit self-esteem.
该研究用IAT测量了被试的内隐自尊,并通过操纵被试在不同的认知负荷条件下进行外显自我评价来考察外显自我评价和内隐自尊之间的关系。
4) explicit self-worth
外显自我价值感
1.
This study was designed to test the implicit self-worth and explicit self-worth of junior and senior high school students in Macao by applying the IAT and “Adolescent Self-Worth Questionnaire”.
应用经过修订的内隐联想测验技术和青少年自我价值感量表对230名初中一年级至高中三年级中学生的内隐自我价值感与外显自我价值感的发展水平进行测试与分析。
5) explicit self-concept
外显自我概念
1.
With 135 disadvantaged students and normal students as subjects,this research studied disadvantaged students implicit and explicit self-concept and their relations with perceived social support.
本研究考察了135名处境不利学生及普通学生的内隐、外显自我概念。
2.
The purposes of the research were to explore the disadvantaged students development of implicit and explicit self-concept, and analyze the relationship of this development and their perceived social support and locus of control, and provide theories basis and guide advice for educational intervention.
研究结果表明：1、学习困难、同伴关系不良等处境不利学生的外显自我概念水平总体上低于普通学生，这种现象在初中阶段更为显著。
6) the implicit self-enhancement
外显自我提升
补充资料：教师自我定向的角色
教师自我定向的角色
roles of self orientation of a teacher
教师自我定向的角色(ro一es。fse一forientation of a teaeher)美国心理学家H.C.林格伦把教师扮演的各种角色归纳为三类，即教学与行政的角色、心理定向的角色以及自我表现的角色。自我表现的角色即自我定向的角色，包括如下几种角色:(l)社会服务工作者。体现出一种助人的需要，愿意为帮助别人建立更为美好的世界或是为发展共同利益而有所贡献。(2)学习者与学者。这虽然是两种角色，但彼此重叠并相互结合。教师应像学者那样热爱学习，使自己成为学识渊博的人。出色的教师对所教的学科积极热情且能以某种方式传播，使学生为他们的积极热情所感染并激发学生去自觉地学习。(3)家长形象。儿童认为教师是父母的化身;大多数有成效的教师，都是兼当父母角色的人。(4)寻求权力者。教学是与掌权有关的职业，与领导、控制、裁决、奖赏、惩罚和限制有关系。(5)寻求安全者。教师为他的职业所吸引，是因为这一职业允诺有高度经济的与心理的安全。 (成立夫撰{夔国审)
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