| 1. | Study on athletes ' state anxiety before competition
前八名部分运动员竞赛状态焦虑影响因素的研究 |
| 2. | Relationship among undergraduates ' self - esteem level , depression state and state anxiety
抑郁状态与状态焦虑的关系 |
| 3. | Intervention therapy to state anxiety induced by advanced trainer ' s flight training
高教机飞行训练诱发状态焦虑的干预治疗 |
| 4. | Self - handicapping tendencies , perception of event importance and pre - competition state anxiety among fly cadets
结果重要性知觉与赛前状态焦虑的关系 |
| 5. | Objective to study the effects of middle school teachers ' causal - uncertainty on their state anxiety and trait anxiety , and to explore approaches to improving teachers ' mental health
摘要目的研究中学教师原因不确定感对其状态焦虑和特质焦虑的影响，探索提高教师心理健康水平的途径。 |
| 6. | Results causal - uncertainty of middle school teachers had apparent prediction function to their state aid trait anxiety , and the decisive coefficients were 8 . 1 % and 13 . 0 % respectively
结果中学教师自我原因不确定感对其状态焦虑和特质焦虑都有着显著的预测作用，决定系数分别为8 . 1 %和13 . 0 % 。 |
| 7. | In terms of validities of the scale , the exam preparation and on - exam anxiety scale was significantly related to high school students ' exam score , trait anxiety , and state anxiety
在效度方面，高中学生试前准备期与考试当下焦虑量表的得分与其考试成绩、特质焦虑、状态焦虑量表得分均有显著的相关。 |
| 8. | Spielberger ' s distinction between trait anxiety and state anxiety makes anxiety an operational concept of empirical research , ending the history of philosophical reasoning and qualitative research of anxiety , and bringing about a new stage of empirical research of it
Spielberger ( 1966 )对特质焦虑与状态焦虑的划分使焦虑成为可进行实证研究的操作性概念，从而使对焦虑的研究结束了哲学思辨和定性研究的历史，进入了实证研究的新阶段。 |
| 9. | ( 4 ) state anxiety is affected strongly by kindness , family , academic as well as self - accept , whereas trait anxiety is influenced strongly by intercommunicate , academic self - accept and family . there is a negative correlation between many factors of self - concept and anxiety
( 4 )友善、家庭、学业和自纳对状态焦虑有强的预测能力，交际、学业、自纳和家庭对特质焦虑有强的预测能力；自我概念的许多因子与大学生焦虑有显著的负相关。 |
| 10. | Results : there was significant difference between state anxiety and trait anxiety of those people who have different experience of psychology learning . significant difference existed among different grades in metacognitive plan . there was negative correlation between anxiety status and metacognitive ability . different anxiety tendency had significant differences in the dimensions of metacognitive ability . metacognitive monitoring was most effective expectant variable for state - anxiety and trait - anxiety
结果：在状态焦虑和特质焦虑上，不同心理学学习经历存在显著差异；在元认知计划上，不同年级存在显著差异；大学生焦虑状况和元认知能力呈负相关；不同焦虑倾向在元认知能力各纬度上均存在显著差异；元认知监控是特质焦虑和状态焦虑最有效的预测变量。 |
