查询词典 self-explaining

The main purpose of this project was to distinguish self-worth of domains of self-evaluation and self-worth of processes of self-evaluation, and verify the bidimensional model of self-worth in a fully Jamesian perspective, and construct a concept system on self-worth, and explore the function of self-worth.

本论文的目的是区分自我评价领域的自我价值感和自我评价过程的自我价值感，确认自我价值感的二维模型，构建自我价值感的概念体系和探索自我价值感的作用机制。

The main creative finding of this research on theory included: This project distinguished self-worth of domains of self-evaluation and self-worth of processes of self-evaluation , confirmed the bidimensional model of self-worth and verified the gender dissociation on self-worth of processes of self-evaluation.

本论文在理论上的研究结果及创新之处为区分了自我评价过程自我价值感和自我评价领域自我价值感的基础上，提出并确认了自我价值感的二维模型，并进一步研究了自我评价过程自我价值感的性别分离效应。

Through reviewing the literatures on Jamesian model of self and self worth, main theoretical constructs and empirical studies, the study verified the process of self-worth, and divided it into self-worth of glass-of-self, self-worth of self-perception and self-worth of social comparison.

通过文献综述阐明自我价值感的概念、理论模型和实证研究，提出了自我评价过程的自我价值感，并把自我评价过程的自我价值感区分为镜中自我的自我价值感、自我知觉的自我价值感和社会比较的自我价值感。

Success is for Self-Analysing,Self-Knowing,Self-Marketing,Self-Training,Self-Excavating,Self-Challenging,Self-Helping,Self-Loving,Self-Sacrificing.

成功就是分析自己、了解自己、推销自己、磨练自己、挖掘自己、挑战自己、帮助自己、热爱自己、奉献自己。

They are "living predicaments","fuses of self-injury","triggers for self-injurious behaviors","positive perception after self-injury", and "interpretation after self-injury". The positive perception after self-injury and subjective interpretation would lead to "habitual self-injurious behaviors". Therefore, they become a circular pattern of adolescents' self-injurious behaviors.

研究结果显示，青少年自伤经验之发展历程：包括「生活困境」、「自伤导火线」、「引发自伤行为」、「转化情绪」、「自伤后的主观诠释」五个阶段，且自伤青少年在自伤后的情绪转化及主观诠释会引发「习惯性自伤行为」，而形成一循环模式。

Since the above six are self-sufficient man likes to do the job, and the pursuit of self-worth, feel self-care, personal space, respect for another's privacy, pay attention to personal style and taste, do not follow the crowd, there is awareness of the law of "80 After "will consciously dislike these acts: for example, talk to others for no reason," 80 after the "more agreeable to the West are more concerned about the self-opinion, very few non-Road, concerned about others; such as, enjoy preaching others," 80后" from an early age from schools, parents, etc. too much preaching, preaching and therefore acts very much, resulting in antagonistic, their attention; For instance, to belittle the advantages of others,"80 after" consider embodies self-worth is not to derogate others premise, the more The more derogatory of others to explain their value enough, are their attractions; For instance, smoking in the office,"after 80" would be a focus on self and respect for others the organic integration of generation, because these two are not always contradictory, if that "after 80" only know that take care of their own convenience, on the wrong; such as, the mentality of not enough sunlight,"80后" feel self-care, therefore, delighted to do anything on an individual basis or as a premise, we think that good , but their psychological upset, does not endorse, they will not act in accordance with the meaning of the U.S., the ultimate manifestation of personal values on the individual feel, are their characteristics; For instance, loud make personal phone calls,"80, after" personal space, respect for others Privacy, therefore, in a public office area will be less and less to see the "80 after" unscrupulous people talking about the workplace their own affairs, the concept of privacy, especially popular in this generation will be reflected in the workplace in the past.

因为，上述6条都是不够自我的职场中人喜欢做的，而追求自我价值、在乎自我感受、重视个人空间、尊重他人隐私、讲究个人风格与品味、不随波逐流、有法律意识的"80后"会自觉地不喜欢这些行为：比如，无端议论他人，"80后"比较认同西方人较为关注自我的观点，很少道人是非，关注别人的事；比如，喜欢说教别人，"80后"从小受到来自学校、家长等的太多说教，因此对说教行为很反感，从而产生逆反，自己注意；比如，贬低别人优势，"80后"认为体现自我价值不是以贬损别人为前提的，越贬损别人越说明自己的价值不够，是他们的过人之处；比如，在办公区吸烟，"80后"将是注重自我和尊重别人有机结合的一代，因为这两者始终不矛盾，如果认为"80后"只知道照顾自己的方便，就大错特错了；比如，心态不够阳光，"80后"在乎自我感受，因此，任何事情是以个人高兴与否作为前提的，大家觉得好，但自己心理不高兴、不认可，便不会根据大家的意思行事，个人价值最终体现在个人感受上，是他们的特点；比如，大声打私人电话，"80后"重视个人空间、尊重他人隐私，因此，在公共办公区将越来越少地看到"80后"职场人肆无忌惮地谈论自己的事情，隐私的概念在这一代特别流行，将会体现到职场中来。

To further investigate the influence of the Internet on the students, a further research is conducted by breaking the students into three groups -frequent Internet users, occasional Internet users and non-internet users. The result indicates that the self-harmony of frequent Internet users shows a sharp difference in terms of school and grade, the self and the unharmony of show a sharp difference in terms of school, grade and sex, and that the self-esteem and the two dimension - the flexibility and rigidity of self-harmony show no difference in terms of school, age and sex; the self-harmony and all dimensions of occasional Internet users show no significant difference, the self-esteem of occasional Internet users show no significant difference in terms of school and grade but show significant difference in terms of sex; the self-harmony and all dimensions of the non-Internet users show no significant difference, the self-esteem of the non-Internet users show no significant difference in terms of grade and sex, and the self-esteem of the non-Internet users show significant difference in terms of school.

为了进一步研究网络对学生的影响，又将学生分为经常上网、偶尔上网、不上网三类分别来研究：经常上网学生自我和谐在学校、年级都存在极显著差异，自我与经验的不和谐在学校、年级、性别存在极显著差异，自尊和自我和谐的灵活性和刻板性两个维度在学校、年龄、性别都没有差异；偶尔上网学生，自我和谐及各维度都不存在显著性差异，自尊在学校和年级不存在显著性差异，在性别上有显著性差异；不上网学生自我和谐及各维度都不存在显著性差异，自尊在年级和性别不存在显著性差异，自尊在学校上有显著性差异。

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。

Mental self-supporting of university students was a multi-level and multi-dimensional model. It included tow levels: the core trait and the basic trait. The core trait included autonomy , self-control ?sociality. The basic trait included self-conviction, self taking responsibility, goal management , self-solace % opening and containingx self-cognition and self-decide. 2 . Test-retest reliability , split-half reliability , internal concordance coefficient,content validity, construct validity and index validity of the mental self-supporting questionnaire of university students were good. This questionnaire could be used to test the mental self-supporting of university students.

有关研究结果如下：(1)大学生心理自立是一个多层次多维度的心理结构，可以划分为&核心特质&、&基本特质&两个层次，核心特质层次包含&自主性&、&自控—社会性&两个维度，基本特质层次包括&自我坚信&、&自我负责&、&目标管理&、&自我抚慰&、&开放包容&、&自我认识&、&自我做主&七个维度，(2)根据大学生心理自立结构的理论构想编制的《大学生心理自立问卷》的重测信度、折半信度、内部一致性信度、内容效度、构念效度、效标效度等信效度指标均较佳，该问卷可以作为评价大学生心理自立的适宜工具。

Considering the dynamic process of the development of self-awareness, the self was on the different stage to Chinese and western cultures: In western psychology, self is actually "self-only" which is considered as the core of spiritual development; while in Chinese Humanistic Psychology, self is equal to "no-self" by arguing that over-emphasizing self will block Individual-developing and self-transcendence is the highest realm of psychological development.

认为从自我意识发展的动态过程来看，中西方自我处于不同的发展阶段：西方心理学将自我视为精神发展的核心，是&惟我&的；中国人文主义心理学则认为执着于自我将阻碍个体发展，心理发展的最高境界是对自我的超越，因而是&无我&的。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。