基本释义:

自我知觉

网络释义

1)self-perception,自我知觉

2)self-perception of competence,能力自我知觉

3)self-perceived social competence,社交自我知觉

4)self-perceived social competence,自我知觉的社会能力

5)Self=Self,自我=自我

6)self,自我

用法和例句

However, self-perceptions of preschooler have received relatively little attention in the past.

自我知觉是儿童主观幸福感的中心，积极的自我知觉与学业成就和同伴接受等积极的结果相联系；消极的自我知觉则能导致如抑郁、饮食失调和自杀意念等问题，并且消极的自我知觉在童年早期一直到童年中期都表现得很稳定(verschuren，1996)。

232 middle school students were investigated about their school well-being,self-perception of competence and personality.

运用问卷调查法对228名中学生进行调查,考察了青少年的学校幸福感及其与能力自我知觉、人格的关系。

Integrating many results of relevant researches,the article summarized and analyzed three major factors affecting the development and expression of children self-perception of competence.

该文在综合大量实证研究成果的基础上,全面概括并细致分析了影响儿童能力自我知觉发展与表现的三方面主要因素,即1)主体因素,包括能力概念、认知发展水平、需要动机及相关经验等;2)教育环境;3)任务性质。

The results suggest that when self-perceived social competence was controlled,a significant cross-lagged effect was found between friendship quality and loneliness,but there was no significant interaction between social preference(or social behavior) and loneliness.

结果表明:控制了社交自我知觉的影响后,友谊质量与孤独感存在显著的交叉滞后效应;而社会喜好和社会行为在控制了社交自我知觉的作用后,与孤独感不存在显著的相互作用;社交自我知觉与孤独感存在显著的相互预测关系。

Sociometric nomination and the questionnaire method were applied to explore the relationship of loneliness with peer relationship,social behavior and self-perceived social competence.

本研究采用同伴提名法和问卷调查法对3-6年级儿童共600名进行了研究,试图考察儿童孤独感与同伴关系、社会行为及社交自我知觉的关系。

571 elmentary school children from grade 3 to grade 5 were used as subjects to investigate the relationships among social preference,friendship quality,passive withdrawal,self-perceived social competence and loneliness,and in addition, to investigate the impact of different level variable of peer relations on loneliness.

以571名小学三、四、五、六年级的儿童为被试,考察了儿童社会喜好、友谊质量、消极退缩、社交自我知觉与孤独感的关系,检验了不同水平同伴关系变量对孤独感的影响。

The results indicated that there was no significant differences on the number of self-nominated friend among different aggression/victims groups,but there was significant differences on self-perceived social competence,the number.

以474名小学三、四、五、六年级的儿童为被试,考察了不同攻击-受欺负类型儿童自我知觉的社会能力以及自我提名的朋友与双向互选朋友数量、同伴积极提名、消极提名的关系。

Review of Experimental Study on Self-energy Consumption Abroad;

国外自我能量消耗实验研究综述