learned adj. 1.有學(xué)問(wèn)的;博學(xué)的;精通某門(mén)學(xué)問(wèn)的;〔英國(guó)〕精通法律的。 2.學(xué)術(shù)上的;學(xué)問(wèn)上的;需要經(jīng)過(guò)學(xué)習(xí)研究的;有(高深)學(xué)問(wèn)的。 a learned man 學(xué)者。 the learned 學(xué)者〔總稱〕。 my learned friend [brother] 〔英國(guó)〕閣下〔律師在下議院或法庭上對(duì)同事的敬稱〕。 a learned periodical 學(xué)術(shù)期刊。 a learned society 學(xué)會(huì)。 the learned profession 需要學(xué)問(wèn)的職業(yè)〔尤指律師、醫(yī)生、牧師等職業(yè)〕。 learned skills 學(xué)到的技術(shù)。 a learned language 學(xué)術(shù)語(yǔ)言〔尤指拉丁語(yǔ)〕。 a learned word 高深[學(xué)者使用]的詞;學(xué)來(lái)的詞。 be learned in the law 精通法律。 adv. -ly
A comment on the research of the learned helplessness theory ' s development 習(xí)得無(wú)助感理論發(fā)展研究的簡(jiǎn)評(píng)
Evolvement and dispute about the theoretical models of learned helplessness 習(xí)得無(wú)助理論模型的演變與爭(zhēng)議
Learned helplessness and program of attribution training in physical education 體育學(xué)習(xí)中的習(xí)得性無(wú)助及其歸因訓(xùn)練程序
Experimental study on the learned helplessness mechanism resulted from inconsistence of information feedback 信息反饋不一致導(dǎo)致習(xí)得無(wú)助機(jī)制的實(shí)驗(yàn)研究
The results of the study indicate that motivation is strongly correlated with the other three components and plays a larger role in self - regulated english learning at secondary vocational school . moreover , the results of the study show three pairs of contradiction of motivational factors reflected on students at secondary vocational school : ( 1 ) students expect to learn english well but their poor foundation and lacking of confidence lead to their learning helplessness 作者又對(duì)動(dòng)機(jī)因素中各成分進(jìn)行了統(tǒng)計(jì)分析,發(fā)現(xiàn)在中等職業(yè)學(xué)校學(xué)生的英語(yǔ)自主學(xué)習(xí)中,動(dòng)機(jī)因素各成分是以三對(duì)矛盾同時(shí)體現(xiàn)在學(xué)生身上: ( 1 )學(xué)生期望能學(xué)好英語(yǔ),然而他們的英語(yǔ)基礎(chǔ)差和缺乏自信導(dǎo)致其學(xué)習(xí)無(wú)助感。
In the third part , the chapter puts forward three dimensions of causality and discusses the relationships between the attribution and expectancy , and the emotions , and achievement motivation . and two kinds of theory of achievement and motivation - self efficiency theory and learned helplessness theory concerning the attribution are given . in the fourth part , the definite conclusion has been come from the data stat and the resolution analysis in the base of the status investigation of students ' s math learning attribution by the students and the teachers in high schools 全文共分為六個(gè)部分:第一部分簡(jiǎn)述歸因研究的理論背景,提出所要討論的問(wèn)題第二部分對(duì)歸因、數(shù)學(xué)學(xué)習(xí)歸因及其含義進(jìn)行闡述;第三部分首先指出了原因的三個(gè)分類維度,從原因的分類維度出發(fā)討論歸因與期望、情緒、情感及成就動(dòng)機(jī)之間的關(guān)系,同時(shí)指出兩種與歸因有關(guān)的成就動(dòng)機(jī)理論?自我效能理論和習(xí)得無(wú)助理論;第四部分是有關(guān)中學(xué)生及中學(xué)數(shù)學(xué)教師對(duì)學(xué)生數(shù)學(xué)學(xué)習(xí)歸因的狀況調(diào)查,通過(guò)數(shù)據(jù)統(tǒng)計(jì)及結(jié)果分析得出了一定的結(jié)論。
百科解釋
Learned helplessness is the condition of a human or animal that has learned to behave helplessly, failing to respond even though there are opportunities for it to help itself by avoiding unpleasant circumstances or by gaining positive rewards. Learned helplessness theory is the view that clinical depression and related mental illnesses may result from a perceived absence of control over the outcome of a situation.