同一性危机 meaning in Chinese
identity crisis
Examples
- Beyond the crisis in discipline identity of comparative education
的学科同一性危机及其超越 - According to " the measuring scale for youth ' s identity crisis " made up and modified by mr . jiang nanfa based on eriksen ' s identity theory and " the survey table for deviation behavior " made up by the author , the study studies quantitatively 406 students from vocational schools , surveying their identity crisis condition and deviation behavior characteristics from the times viewing angle , whose findings after being filtered suggests there are remarkable school type differences and the student gender ' s differences in all kinds of deviation behavior of vocational school students , the deviation behavior of senior vocational school students being relatively less than that of junior vocatio nal school students and the deviation behavior of boy students being remarkably more than that of girl students , and that there are school type differences in a field of identity crisis , identity crisis degree existing in senior vocational school students being the lowest of all among 3 types of vocational school students and all fields of identity crisis being differently interrelated with deviation behavior
本文采用由江南发根据艾里克森的同一性理论编制和修订的“青少年的同一性危机量表”及自编的偏差行为调查表，对406名职校生进行定量研究，从时代的视角调查他们的同一性危机状况和偏差行为特点，所得数据经统计检验发现：职校生在各类偏差行为上存在显著的学校类型差异和性别差异，高职生的偏差行为相对较少，男生的偏差行为显著地多于女生；职校生在同一性危机的层面上存在学校类型差异，高职生同一性的危机水平在三类职校生中最低；同一性危机的各层面与偏差行为表现出不同的相关程度。 - Aggressive behavior of juvenile students , in its psychological nature , is the inappropriate outlet of the drastically - increasing energy of a juvenile student in a state of identity crisis between his physiological self and psychological self . such identity crisis results from the negative influences of interactions of the circumstances a juvenile student is in . it is formed from the triggering stage , the crisis stage , to the post - crisis stage and has great impact on the healthy psychological growth of students , the psychological changes of teachers , and the cultural construction of schools
青少年学生攻击性行为的心理本质是青少年学生急剧增长的能量在生理我与心理我之间同一性危机状态下的不恰当释放，而引起青少年学生的生理我与心理我陷入同一性危机状态的原因是青少年学生所处情境交互作用的消极影响；攻击性行为是分阶段逐步形成的；已对学校学生心理的健康成长、教师心理变化以及校园文化建设等产生了严重的心理影响。