self-importance ['selfim'pɔ:təns]

self-importance的基本解释

n.

自尊, 自负, 自大

self-importance的同义词

n. egotism

与self-importance相关的网络例句 [注：此内容来源于网络，仅供参考]

In short, this explorative study for self-identity concept, theory and practice is for the purpose of (1) trying to unitarily understand self-identity concept, in turn to minutely examine the new development of self-identity theory, and to introduce self-identity theories and research methods in western psychology to domestic psychology in order to cause the interest of domestic psychologist to self-identity thesis; and (2) through the empirical study on self-identity of college student, revealing the meaning of self-identity to student development, and the personality characteristics of self-identity status of student, and the characteristics and influential factors of student self-identity development, and the relationship between student self-identity status and mental health condition in order to provide the measurement of empirical study and systematic study data for self-identity researches, in turn to provide basis of theory and method for setting up the theoretical model of Chinese students self-identity; and (3) making up the gaps in empirical researches on self-identity in domestic psychology, opening up a new research domain in colleges and universities student psychology, and enrich the theory on student development researches.

总之，本文对自我同一性概念、理论和实践进行探索性研究，旨在(1)尝试对自我同一性作整合统一的理解并在此基础上，详细考察自我同一性理论的新发展，试图将西方心理学自我同一性理论的发展引入国内心理学，以引起国内学者更多的关注；(2)通过对大学生自我同一性的研究，揭示自我同一性对大学生发展的含义、大学生自我同一性状态的人格特征、大学生自我同一性发展的特征和影响因素、大学生自我同一性状态与心理健康水平的关系，进而为自我同一性的研究提供实证研究的测量工具以及系统的实证资料，为建立中国大学生自我同一性的理论模型提供理论和方法上的基础；(3)弥补国内自我同一性实证研究的空白，开辟大学生心理学研究的新领域，丰富大学生发展研究的理论；(4)当代大学生自我同一性问题的研究既是青年心理学、教育心理学和学校心理学的重要课题，也能为大学生发展和大学教育实践提供心理学依据，特别是在强调创新教育和推进大学素质教育的今天具有重要的实践意义。

In order to draw a photorealistic surface, Bidirectional Texture Functions, a 6D texture function which extends Bidirectional Reflectance Distribution Function to include the self-shadowing, self-occlusion and inter-reflection effects, has been mentioned frequently in recent years. Its main drawback is its massive data size. To solve this, Spatial Bidirectional Reflectance Function techniques compress BTFs into reflectance model parameters. However, SBRDF cannot producethe self-shadowing and self-occlusion effects in real-world surface geometry. This work is aimed to this drawback. I find how self-shadowing and self-occlusion affect the surface by additional physical-based analysis. And I rely on two physical phenomena to divide self-shadowing and self-occlusion into two independent effects. First, self-shadowing is view independent. Second, self-occlusion is independent of lighting direction changes. After these analyses, I use SBRDF and additional self-shadowing and self-occlusion I found to render a photorealistic surface as non-compressed BTFs doing.

为了把物体表面呈现的更真实，六维函数BTFs ( Bidirectional Texture Functions)目前已经被使用的相当频繁，但BTFs的资料量实在太大而没办法直接使用，为了解决资料庞大的问题，传统的SBRDF以逼近光反射模型参数，来达到资料压缩的效果，但是SBRDF对於表面的凹凸所产生的阴影及遮蔽，不能达到逼真的呈现，为了改善这个问题，我们选择从物理方面，找出资料中阴影和遮蔽等属於表面几何的资料并去除，使参数更正确，同时利用两个物理现象去区分阴影及遮蔽为两个互不干涉资料，第一是阴影不会因视角不同而改变，第二是遮蔽不因光线方向不同而改变，经过这些分析，我可以利用SBRDF加上附加的阴影及遮蔽两种独立的效应，来达到彷佛跟未压缩过的BTFs一样的真实绘图。

Through difference significance tests and analyses, it finds that (1) man students more possibly form identity achievement, and woman students more possibly form identity foreclosure and identity diffusion; and (2) the difference of self-identity status between man and woman students is associated with various domains; and (3) self-identity status between man and woman students have some similarities that identity exploration has the same importance to both; and (4) grade-one is a period when students face up to more identity crises, and grade-two is key period of identity formation, and grade-three is a developmental period of identity that provides the basis for re-solution of the emergence of new identity crises in grade-four;(5) there is a gradually enhanced direction from lower self-identity statuses to advanced ones from grade-one to grade-three, but there is also a direction that reentry into the identity crisis by grade-four. It indicates that the identity achievement formation does not mean the end of development of self-identity and proves that there is a continuous MAMA cycle in self-identity development; and (6) that students self-identity status mainly is identity moratorium provides some evidence for which there is a Moratorium in student development, and which self-identity formation is not easy; and (7) the development of student self-identity is associated with various domains, what students pay most attention to firstly is vocation, secondly life philosophy, and lower interesting in political and religious domains in ideology; for relational domains, students pay more attention to dating and friendship compared to sex role and recreation domain.

通过差异显著性检验和分析发现：(1)男生更可能形成成就型同一性，女生则更可能形成排他型和弥散型同一性；(2)男女大学生自我同一性的差异与不同的领域相关；(3)男女大学生自我同一性也存在相似性，同一性探索对于男女大学生同样重要；(4)大学一年级是同一性危机面对较多的时期，二年级为同一性形成的关键期，三年级为同一性的发展期，所形成的同一性为四年级所出现新的同一性危机的解决提供了基础；(5)从一年级到三年级存在从低级的自我同一性向高级的自我同一型转变的渐进增强，但到四年级又有重新进入同一性危机的趋势，说明大学生成就型自我同一性的形成并不意味着自我同一性发展的结束，证明了自我同一性发展的MAMA周期持续存在的特点；(6)学生自我同一性状态主要还处于延缓型同一性状态，进一步证明大学生发展心理合法延缓期的存在，以及自我同一性形成不是一件很容易的事情；(7)大学生自我同一性的发展与领域相关，大学生较为关注职业领域，其次为人生观领域，而对政治和信仰领域兴趣较低；另外，大学生对友谊、交往领域较为关注，对性别角色和活动领域关注程度相对较低。

与self-importance相关的网络解释 [注：此内容来源于网络，仅供参考]

self-importance：自尊

self-immolation 自我牺牲 | self-importance 自尊 | self-important 自尊心极强的

self-importance：妄自尊大

self?image compensator 自我形象补偿者自我形象补偿者 | self?importance 妄自尊大 | self?imposed 自己担负的

self-importance：自尊/自负/自大的态度

self-immolation /自我牺牲/ | self-importance /自尊/自负/自大的态度/ | self-important /自尊心极强的/自尊自大的/

self-importance：自大的态度

self-image 自我形象 | self-importance 自大的态度 | self-important 自尊心极强的

Above oneself: showing or feeling self-importance：趾高气扬的;自负的

I am in the habit of speaking above my breath.我习惯... | Above oneself: showing or feeling self-importance.趾高气扬的;自负的 | When he gets a bit above himself, he inclines to a nuisance.他自高自大时,...