焦虑的

The anxiety has the negative relation between the social support and stability, has the positive relation among trait anxiety, self-comment anxiety, worries and tension.

4高职毕业生的择业焦虑与社会支持、稳定性之间存在极其显著的负相关，与特质焦虑、焦虑自评、忧虑性和紧张性之间存在极其显著的正相关。

The ISLQ scores of cognitive component,emotional component and total scores were significantly higher than control group. The scores of all dimensions in research group were lower than control group. And the scores of family life,affiliate with accompanier,school life,self-cognition,body emotion and anxiety experience were significant difference in two groups.

焦虑组ISLQ评分在认知成分、情感成分、总分上均低于对照组，差异有统计学意义；两组8个维度水平的比较中，各维度的得分焦虑组均低于对照组，除了生活环境、抑郁体验维度外，其余家庭生活、同伴交往、学校生活、自我认识、躯体情感、焦虑体验6个维度差异有统计学意义。

Methods: Before extraction, 100 patients were surveyed by a modified Corah Dental Anxiety Scale and Visual Anxiety Scale then the patients were classed into two groups: high dental anxiety groups and low dental anxiety groups.

术前对100例拔牙患者完成问卷，用改良的牙科焦虑量表(corah dental anxiety scale， DAS)和类视力量表(visual anxiety scale， VAS)划界分为高牙科焦虑组和低牙科焦虑组。

According to the cut off score of hamilton depression scale score 7 score, we took all the patients into depression group and nondepression group.

按照汉密尔顿抑郁量表评分的划界分7分将所有患者分为抑郁组与非抑郁组，同理按照汉密尔顿焦虑量表评分的划界分6分将所有患者分为焦虑组与非焦虑组。

Anxiety characteristics were assessed with 4 scales (psychasthenia, social introversion, phobia, and manifest anxiety) and an overall anxiety factor derived from these scales.

焦虑性格以4个尺度评价（精神衰弱、内向性格、恐怖症和焦虑表现）和源于这些特征的整体焦虑因子。

The adjusted relative risk (95% confidence interval ) of MI associated with each standard deviation increase in anxiety variable was 1.37 (95% CI 1.12 to 1.68) for psychasthenia, 1.31 (95% CI 1.05 to 1.63) for social introversion, 1.36 (95% CI 1.10 to 1.68) for phobia, 1.42 (95% CI 1.14 to 1.76) for manifest anxiety, and 1.43 (95% CI 1.17 to 1.75) for overall anxiety.

焦虑变量每增加一个标准差，调整后的MI相对危险度分别为：精神衰弱1.37 (95% CI 1.12 ～1.68)、社会内向1.31 (95% CI 1.05～1.63)、恐怖症1.36 (95% CI 1.10 ～1.68)、显性焦虑1.42 (95% CI 1.14 ～1.76)、总体焦虑1.43 (95% CI 1.17 ～1.75)。

The purpose of this experimental study was to examine the effects of massage on women's pain perception and anxiety during labor. The subjects were primiparas who had a normal spontaneous delivery at a regional hospital in southern Taiwan. They are randomly assigned to either the experimental or the control group. The experimental group received massage intervention and the control group did not. The intensity of pain perception and anxiety between the two groups were compared in the latent phase (the cervix dilated 3-4cm), active phase (5-7cm) and transitional phase (8-10cm). The relationship between pain perception and anxiety level was also examined.

中文摘要本研究的目的在检视按摩对分娩妇女之疼痛感受与焦虑程度的影响，研究对象为南部某区域医院自然生产的初产妇，60位产妇随机分派至实验组与对照组，实验组接受按摩措施，对照组则无接受按摩措施，於待产期间比较两组产妇在潜伏期、活动期及过渡期中疼痛感受与焦虑程度之差异，并探讨疼痛感受与焦虑程度的关系。

Acupuncture andmoxibustion treatment of anxiety neurosis stresses the special function of acupoints in acupoint selection, reflecting the therapeutic characteristics of "treatment based on the brain" and "treatment based on the heart" formental disorders, and emphasizing the important position of TCM Zang- and Fu-organs syndrome differentiation in treatment of anxiety neurosis.......

焦虑症针灸治疗选穴突出了穴位的特殊治疗作用，体现了情志疾病&从脑论治&和&从心论治&的治疗特点，强调了中医脏腑辨证在焦虑症治疗中的重要地位。焦虑症/针灸疗法；综述；选穴

Psychological counseling and some medicine for anti-hypertension may do some anxiolytic work.

部分患者焦虑症可能是高血压或症状长期持续存在的结果，抗焦虑治疗后只有焦虑症状减轻或消失，而血压的降低和维持效果则不显著。

The major findings were as follows:(1) There were significant interactions between Feedback and Goal-setting in both students' mathematical performance and test anxiety;(2) No significant differences were found in mathematical performance and test anxiety between the student self-set goal condition and the teacher-assigned goal condition when feedback was presented;(3) There were significant differences in students' mathematical performace between correct-predicting students' and incorrect-predicting students, but no difference was found in students' test anxiety between the two groups of students;(4) High-estimating students and low estimating students showed significant differences in mathematical performance, but no difference in test anxiety.

在有回馈的情形下，学生自订目标与敎师指定目标间，其学生在数学作业表现或是在数学测试焦虑分数上均无显著差异存在。3。学生自订目标中，预测正确组与预测不正确组学生在数学作业表现上有差异存在，在数学测试焦虑分数上无差异存在。4。学生自订目标中，高估组与低估组学生在数学作业表现上有差异存在，在数学测试焦虑分数上无差异存在。

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。