焦虑

基本解释 (translations)

agitation  ·  angst  ·  anxiety  ·  disquiet  ·  disquietude  ·  inquietude  ·  misgivings  ·  moil  ·  suspense  ·  worriment  ·  worrit  ·  disquieted  ·  moiling  ·  anxieties  ·  disquiets  ·  moiled  ·  moils  ·  turmoils

词组短语

have worries and misgivings · extremely anxious

与焦虑相关的网络例句 [注：此内容来源于网络，仅供参考]

In addition, whether falling in love, taking out a loan, working hard ,employing a tutor and taking a part-time job make no difference to the anxious condition.(2) Family affects the needy students' anxious condition in four aspects: the occupations of parents, the culture of parents, living community and whether singleton.

家庭因素在父母职业、父母文化、居住社区、是否独生四个子因素上对师范类贫困大学生的焦虑情绪产生影响，父母职业和父母文化对状态焦虑度和特质焦虑度的影响都显著，居住社区和是否独生对两种焦虑度的影响都不显著。

In this paper, the ""state-trait anxiety inventory"" was used to inquire and analyze the state and trait anxiety level of Shanghai hobbledehoy football players .The results of the research shows that the players' anxiety level from the different position on the court and the different level teams have a significance difference. The state anxiety of the fullback is higher than the midfield players; the trait anxiety of the midfield and fullback is higher than the forward.

本文采用"状态——特质焦虑量表"对上海市后备专业足球运动员的特质焦虑与状态焦虑水平进行了调查与分析，研究结果表明，不同场上位置以及不同水平球队专业足球运动员的焦虑水平存在显著差异，后卫的状态焦虑水平明显高于前卫；前卫与后卫的特质焦虑水平要明显高于前锋。

Society also plays an important role in the students' anxious condition. While the opinions of the educational system affect the trait anxiety, the opinions of the social ethos, the domestic situation, the incorporative track charge, the bidirectional choice and the employed competition affect both state anxiety and trait anxiety significantly.

社会因素对师范类贫困大学生的焦虑情绪产生影响，除了对教育体制的看法对状态焦虑度的影响不显著，对特质焦虑度的影响显著外，对社会风气的看法、对国内形势的看法、对并轨收费的看法、对双向选择的看法和对就业竞争的看法对状态焦虑度和特质焦虑度的影响都显著。

The incidence of anxiety and depression in patients with FD was higher than that in healthy volunteers; The average extent of anxiety and depression of FD patients was significantly higher than that of healthy people (p 0.001). 2.The total scores of life events and the scores of negative life events in patients with FD was significantly higher than that of healthy group (p=0.014 and p 0.001), but the favorable life events scores was lower than healthy group's(p=0.001). 3. Eight healthy conceptions in the health-related quality of life of FD patients was significantly lower than that of healthy volunteers (p .001). 4. There was positive correlation among the symptom iterated integral, anxiety evaluation and depression evaluation of the FD patients (p0.001). 5. In the FD patients, there was no significant correlation between the evaluation of symptoms and life events. 6. In the FD patients, there was no significant correlation among symptoms evaluation, energy and body ache, and negative correlation among the other 6 health conceptions (p 0.05). 7. There was significant positive correlation among the total scores of life events、negative life events scores and anxiety evaluation of the FD patients(p.01),and also with depression evaluation(p.05),there was no significant correlation among the favorable life events scores with anxiety and depression evaluation both. 8. There was negative correlation among anxiety evaluation, depression evaluation and 8 health conceptions of the FD patients (p 0.001). 9. There existed negative correlation respectively among the total scores of life events and negative life events scores with 6 health conceptions of the FD patients (p 0.05) and 7 health conceptions of the FD patients (p 0.05), there was no significant correlation among the favorable life events scores and the health-related quality of life of FD patients.

结果：1、FD患者焦虑、抑郁的发生率明显高于健康对照组(p.005)，平均焦虑、抑郁程度高于对照组(p.001)。2、FD患者经历的生活事件总值(p=0.014)和负性生活事件值(p.001)明显高于健康对照组，正性生活事件值低于对照组(p=0.001)。3、FD患者的生活质量在8个健康概念上均明显比健康人差(p.001)。4、FD患者的症状积分与焦虑评分、抑郁评分呈正相关(p.001)。5、FD患者的症状积分与生活事件值均无相关性。6、FD患者症状积分与活力、躯体疼痛之间无明显相关性，与其余6项健康概念均呈负相关(p.05)。7、FD患者的生活事件总值、负性生活事件值与焦虑评分均显著正相关(p.01)，与抑郁评分也均呈正相关(p.05)，正性生活事件值与焦虑和抑郁水平均无相关性。8、FD患者焦虑评分、抑郁评分与8项健康概念均呈负相关(p.001)。9、FD患者生活事件总值和负性生活事件值分别与生活质量8项健康概念中的6项和7项呈负相关(p.05)，正性生活事件值与生活质量无关。

Scores of somatization, sensitivity of interpersonal relation, depression, anxiety, hostility, fear, monomania, psychiatric and total scores, total average scores, positive numbers, and positive average numbers of the experimental group were higher than those of the control group（P＜0.01）. Correlation analysis showed that age was positively correlated with the mood of depression and negative copying（P＜0.05）, educational level was negatively correlated with the mood of depression and anxiety, and serum albumin was negatively correlated with negative copying（P＜0.05）. Conclusion: The mood of depression and anxiety is an obvious symptom in nondialysis patients with chronic kidney disease.

结果：慢性肾脏疾病组焦虑情绪、抑郁情绪和消极应对显著高于对照组（P＜0.01）；人格类型稳定性两组相比差异有统计学意义（P＜0.01）；两组心理健康状况相比，躯体化、人际关系敏感、抑郁、焦虑、敌对、恐惧、偏执、精神病性及总分、总均分、阳性数、阳性均数差异均有统计学意义（P＜0.01）；心理指标与被试变量的相关性分析显示年龄与抑郁、消极应对呈正相关（P＜0.05）；受教育程度与焦虑、抑郁呈负相关（P＜0.05）；血清白蛋白与消极应对呈负相关（P＜0.05）；而性别、职业、肾功能、血红蛋白与焦虑抑郁情绪、应对方式及心理健康状况总分、总均分、阳性数无相关性。

The result shows:(1)the experiment accelerates notably the optimization of students′s psychological quality elements such as stability,anxiety,independence,self-control and nervousness,etc;(2)the experiment lessens the degree of students′anxiety tendency on study,social relationship,loneliness and self-reproaching;(3)the experiment lowers the abnormal anxiety rate on students′ anxiety tendency on study ...

结果显示：(1 )本实验明显地促进学生的稳定性、忧虑性、独立性、自律性、紧张性等个性品质的优化；(2 )本实验明显地降低了学生学习焦虑倾向、人际焦虑倾向、孤独倾向、自责倾向的焦虑程度；(3 )本实验明显地降低了学生学习焦虑倾向、自责倾向的异常焦虑检出率。

objective to study the correlation among psychosomatic health factors,depression,anxiety and sleep status in college students,to analyze influence factors in sleep status.methods with questionnaire opened in-vestigation,200college students were evaluated using cornell medical index,self-rating depression,self-rating anxiety scaleand pittsburgh sleep quality index.stepwise regression analysis was used.re-sults total score of sds was35.55±7.8,and sas was0.48±0.9.each score of cmi was higher than normal range,the highest was digestion system,next was respiration system,then,fatigue,eyes and ears,anxiety,sensitivity,tension,maladjustment in turn.total average score of psqi was6.32±3.6,ordinary sleep were115cases（57.5%）,good and bad sleep were42（21%）and43（21.5%）cases respectively.influence factors in total score of psqi were sas,cmi,respiration system,anxiety,past healthy,digestion system,fatigue,sensitivity,sds and malad-justment in turn,using stepwise regression analysis,total score of psqi as dependent variable,each factor score of cmi,total score of sds and sas as independent variables.conclusion problems of psychosomatic health,anxiety and depression could both lead to sleep disorder.

目的 研究在校大学生心身健康因素及抑郁焦虑等与睡眠状况的相关性，并对影响睡眠状况的有关因素进行分析。方法采用问卷式的开放性研究，对在校的200名大学生进行康奈尔心身健康问卷、自评抑郁量表、焦虑自评量表和匹兹堡睡眠质量量表的测定，采用逐步回归分析方法。结果 sds总分为35.55±7.8、sas总分为0.48±0.9，cmi评分：消化系统最为严重评分为2.52，其次为呼吸系统、疲劳感、眼和耳、焦虑、敏感、紧张、不适应等，评分均高于正常常模。psqi总均分为6.32±3.6，一般睡眠有115例占57.5%，睡眠质量较好42例占21.0%，睡眠质量较差43例占21.5%。评估对睡眠状况的影响程度，以psqi总分为因变量，选择cmi各因子分和sds、sas总分作为自变量，进行多因素逐步回归分析，进入方程的因素依据标准化偏回归系数，影响psqi总分的因素依次为sas总分、cmi总分、呼吸系统、焦虑、既往健康、消化系统、疲劳感、敏感、sds总分、不适应（f=226.8；p.01；r=0.73）。结论心身健康问题和焦虑抑郁可导致睡眠障碍。

The study is to provide a review of related literature on anxiety, anxiety and second language acquisition, studies on foreign language anxiety, anxiety and environment, socio-psychological issues of language anxiety, debilitative versus facilitative anxiety, and relationship between anxiety and EFL learning.

本文提出一些相关文献探讨如下：焦虑、焦虑与第二语言的获得、外语焦虑探讨、语言焦虑的社会心议题、弱化与强化学习的焦虑问题、焦虑与外语学习的相关性。

In this paper, a self-edited anxiety inf luencing-factor inventory was used as its' reliability and validity was confirmed. Adopting factor analysis, this paper discussed the influence factors to the sports anxiety of the football players and reveal the reason of the their different anxiety level, the result showers that training factor 、 self factor、 psychology factor 、 others- influence factor and education factor have a significance influence to the anxiety level of the players, and which will benefit to the players selection and sport anxiety control.

本文采用个人自编焦虑影响因素问卷，在确保其良好的信度与效度基础上，采用因子分析法，对足球运动员运动焦虑的影响因素进行了探讨，揭示了不同被试运动焦虑水平差异的内部原因，研究表明：训练因子、自我因子、心理因子、他人影响因子以及教育因子对研究对象的焦虑水平起着非常显著的影响，这在一定程度上为运动选材和运动焦虑水平的控制提供了理论参考。

Saito, Horwitz and Garza (1999) put forward the construct of FLRA for the first time,including the specific foreign language reading anxiety scale to measure it. They regarded FLRA as a language-skill-specific anxiety, which changes with native language-target language pairing in terms of writing system and culture, and relatively independent of general foreign language anxiety.

Saito， Horwitz 和Garza (1999)首次提出了外语阅读焦虑的构想，阐明外语阅读焦虑与普通的外语学习课堂焦虑既有联系又有区别，是一个因母语与目标语书写系统和文化而异的特定技能型焦虑，并编制了外语阅读焦虑量表进行测量。

与焦虑相关的网络解释 [注：此内容来源于网络，仅供参考]

anxiety hysteria：焦虑癔症

anxiety hierarchy 焦虑层序 | anxiety hysteria 焦虑癔症 | anxiety melancholia 焦虑忧郁症

anxiety disorder：焦虑症

而"焦虑症"(anxiety disorder)指的是很大一类障碍的总称,它主要是指一种以焦虑情绪为主的神经症. 不仅包括我们平时所指的焦虑症,而且还包括强迫症、恐怖症、惊恐症、创伤后障碍、等等. 它是一种普遍的心理障碍.

separation anxiety：分离焦虑

最近跟朋友提起嘟嘟的表现,具体就焦虑症好治吗一离开就大哭的情况,朋友提到了"分离焦虑"(separation anxiety)这个名词.今天上网好好读了一些东西,心里有数了.贝克焦虑评量转贴一些,仅供参考.

death anxiety：对死亡的焦虑

她认为有两股主要的力量控制着大多数被殴打妇女的生活,即对死亡的焦虑(death anxiety)和得到强有力的其他人的肯定. 对死亡的焦虑可以是生活的动力,也可以是麻醉剂,对于童年时代经历过情感痛苦的被殴打妇女来说,对死亡的焦虑是她们逃避生活的借口,

anxious：焦虑

我们也许承认他们是应该如此的;"神经过敏"(nervous)和"焦虑"(anxious)两个名词可互相通用,好似有相同的意义,其实这是不对的;有些常感焦虑的人却不是神经过敏的,而症候很多的神经病人反而没有表现焦虑的倾向.

anxiety melancholia：焦虑忧郁症

anxiety hysteria 焦虑癔症 | anxiety melancholia 焦虑忧郁症 | anxiety neurosis 焦虑神经症

modernistic anxiety：现代性焦虑

状态焦虑:current anxiety | 现代性焦虑:modernistic anxiety | 听力焦虑:anxiety in listening

anxiety neurosis：焦虑症

焦虑症(anxiety neurosis)是一种以焦虑情绪为主的神经症,以广泛和持续性焦虑或反复发作的惊恐不安为主要特征,常伴有自主神经紊乱、肌肉紧张与运动性不安,临床分为广泛性焦虑障碍与惊恐障碍两种主要形式.

realistic anxiety：现实性焦虑

现实性焦虑(realistic anxiety)和害怕的意思基本相同,现实性焦虑的特点是某人受到的威胁的感觉具有明确的来源. 假如你在大会上作一次简短的发言在发言之前,你就会感到焦虑,这种焦虑和听众对你的发言是否感到厌倦或者他们是否会嘲笑你直接联系在一起.

test anxiety：考试焦虑

考试焦虑(test anxiety)也称测验焦虑,是由各种考试、测验所引起的焦虑. 考试焦虑是学生在学习过程中产生的消极情绪反应,是一种过度的情绪反应. 考生在考试前或考试中存在适度的焦虑可使大脑维持良好的兴奋性,注意力集中,反应敏捷,