焦虑的

Methods: 981 recruits were assessed with Interaction Anxiousness Scale.

采用交往焦虑量表，测评981名新兵的交往焦虑水平并对其项目进行分析。

Transformation - refers to mental pain and anxiety into physical symptoms manifested, thereby avoiding the anxiety and psychological suffering, such as the hysterical patient's inner psychological conflict, anxiety or somatization symptoms often manifested, such as paralysis, aphonia, seizures , syncope, spastic torticollis, etc., patients themselves totally to this perception, the transformation is completely unconscious motivation, is patient awareness can not be recognized.

转 化——指精神上的痛苦，焦虑转化为躯体症状表现出来，从而避开了心理焦虑和痛苦，如歇斯底里病人的内心焦虑或心理冲突往往以躯体化的症状表现出来，如瘫痪、失音、抽搐，晕厥、痉挛性斜颈等等，病者自己对此完全不知觉，转化的动机完全是潜意识的，是病者意识不能承认的。

The results were summarized as follows:(1) the 4-week interval retest reliability for the Decidedness, Comfort, and Reasons scales were .69,.80, and .89, respectively, and for the subscales of the Reasons scale ranged between .78 and .85;(2) the alpha coefficients for the three scales were .85,.91,.97, and for the subscales of the Reasons scale ranged between .78 and .93;(3) there was a positive correlation between the Decidedness scale and the Comfort scale, and both scales were negatively correlated with the Reasons scale;(4) career indecision was found to be correlated as expected with state-trait anxiety, career beliefs, and perceived career barriers;(5) there were no significant differences between social science group and natural science group;(6) the only significant gender difference was found on the Career Choice Importance scale of the Reasons scale; and (7) there were significant grade differences on all the CCFI scale scores, with higher school grade level students showing greater decidedness.

本量表共分三部分：定向量表，安适量表及原因量表。其中，原因量表尚包含「环境资讯」、「抉择时机」、「双趋冲突」、「焦虑犹豫」、「科系因素」、「外在阻力」及「自我认识」七个分量表。做答方式采六点计分，从「非常不符合」到「非常符合」。信度方面，间隔四周的再测信度，定向量表为。69，安适量表为。80，原因量表为。89（分量表介於。78至。85间）。Cronbach alpha系数，定向量表为。85，安适量表为。91，原因量表为。97（分量表介於。78至。93间）。在效度方面，定向量表与安适量表呈显著正相关(r=。67)；两量表与原因量表呈显著负相关(r=-。77及-。75)；原因量表各分量表的内部相关低於各分量表与总分的相关。大学生的生涯定向程度、对生涯定向状态的安适程度及生涯未定向原因的类型三者与特质焦虑、情境焦虑、生涯信念及职业抉择阻力有关。

A state of restlessness or uneasiness; disquietude.

不定，焦虑一种焦虑或不安的状态；不平静

The results showed the high anxious participants employed the same inhibitory strategy to the positive distracter as the negative distracter, which possibly the over-inhibition processing was involved in this group.

并且在高焦虑被试中，正性图片诱发的P3波幅也小于中性图片，在低焦虑被试中，这种现象则未被观察到。

Extroversive athletes are obviously higher than introversive athletes on individual perfect functional zone of positive emotion.

在运动员个体理想功能区的个体性焦虑和社会性焦虑唤醒水平上，开放性项目运动员明显低于闭锁性项目运动员。

The angst before conclusion jackarooes is the result of much element interaction, the angst before answering actively to jackaroo to can alleviating, inactive answer criterion conversely.

结论实习前焦虑是多因素相互功能的结果，积极应对能缓解实习前焦虑，消极应对则反之。

ABSTRACT: review and summarize the published literature since 1994 on treatment of anxiety neurosis with acupuncture andmoxibustion, so as to provide evidence for standard acupuncture andmoxibustion treatment program.

了解近年来针灸治疗焦虑症的概况，为今后焦虑症针灸治疗方案标准的建立提供依据。通过回顾1994年以来公开发表的文献资料，对焦虑症的针灸治疗进行了总结。

Objective: The goal was to investigate the use of anxiolytic/hypnotic agents in the MDD and GAD patients and to compare the prescription pattern of anxiolytic/hypnotic agents in National Health Insurance Research Database 2004 and 2006 in Taiwan.

研究目的：本研究主要的目的是要去观察抗焦虑剂/安眠剂的使用，在重度忧郁症及广泛性焦虑症的病人中；以及利用2004及2006年台湾全民健康保险资料库来比较抗焦虑剂/安眠剂的使用状况。

The purposes of this study were:(1) to explore whether there were interactions between "Feedback" and "Goal-setting" on both students' mathematical performance and test anxiety;(2) to compare the differences of students' mathematical performance and test anxiety between students' self-set goals and teacher-assigned goals;(3) to compare the differences of students' mathematical performance and test anxiety between students of different predicting abilities.

本研究的目的有三：一为探讨「回馈方式」与「目标设定」二因子之间是否有交互作用效果存在；二为比较学生自订目标与教师指定目标间，学生在数学作业表现或是数学测试焦虑分数上的差异；三为分析学生自订目标中，不同预测能力的学生在数学作业表现或是数学测试焦虑分数上的差异。本研究的受试来自台北市、台北县六所国小261名五年级学生，使用的工具有数学乘除法测验及数学测试焦虑量表。

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。