结论需要改进大学生归因方式，优化归因策略。
Conclusion We need to change students attribution style and improve attribution...
目的研究大学生归因方式与父母教养方式的关系。
Objective To study the relationship between attributional style and parenting in undergraduates.
目的：考察中学教师归因方式与自我效能感的关系。
Objective: To investigate the relationship between self-efficacy and the style of attribution of middle school teachers.
归因方式与抑郁呈显著正相关，与乐观、生活满意度呈显著负相关。
Explanatory style had a significant positive correlation with depression, a significant negative correlation with optimism and satisfaction with life.
运动中的效能期望、归因方式和情感反应均存在着显著的性别差异。
Significant gender effects were found on the subjects' efficacy expectation, attribution and affective responses.
目的探讨高中生的归因方式与缺陷感、自我效能感之间的相关关系。
Objective To study the relationship between the attribution style of senior high school students and the feeling of inadequacy and self-efficacy.
责任性内疚强度与自我责任性归因方式、行为可控归因方式正相关。
The intensity of Responsibility Guilt relates the self-induction for the responsibility and the control of behaviors.
归因方式是个人的自我认识的重要组成部分，是对人进行评价的依据。
Attributional style is the important constituent of individual self-cognition, and is the individual appraisal basis.
目的了解西南地区大学生归因方式现状，为高校心理健康教育提供依据。
Objective To find out the current situation of attributive style of college students and offer the theoretical foundation for psychological education in university.
韦纳的归因理论认为，归因方式不同，个体的行为反应和情感反应也不同。
Weiner's attribution theory believes that, different attribution style can lead to different individual's behavioral responses and emotional reactions.
扬认为，科塔尔综合症患者与卡普格拉氏幻觉患者之间的区别，也许在于他们的归因方式。
The difference between people with Cotard and Capgras may come down to their attributional style, Young thinks.
结论：消极归因方式的核心人格为高敏感性、忧虑性、紧张性，焦虑，感情用事，心理健康的个性因素分低。
Conclusion: The nuclear personalities for negative attributional style are high-sensitivity, high-insecurity, high-tension, anxiety, not tough poise and low marks in Mental Health.
结果发现：体育与非体育大学生在归因方式和情感平衡上不存在差异，但是二者的情感平衡均低于一般水平；
The research findings are: there is no difference in attribution style and affect balance between PE majors and non-PE majors, but all the students' affect balance is under the normal level;
方法采用归因方式量表（MMCS）、缺陷感量表（FIS）和一般自我效能感量表（GSES）对深圳市某重点高中和某普通高中进行分班集体测试；
Methods A questionnaire survey was conducted among the students who came from key senior high school and common senior high school by using MMCS, FIS and GSES.
这大体上主要归因于这样的事实：大多数ESB没有提供一种透明的方式来将路由逻辑表达成可被其他应用消费的新服务。
This is mostly given to the fact that most ESBs don't provide a transparent way to express the routing logic into new services that can be consumed by other applications.
是的，确实是，但其中大部分都要归因于人们在生活方式上所能做出的选择非常有限，也就是说，他们淹死在无可逃避的致癌原之海里。
Yes, indeed, but most of them are down to poor lifestyle choices that people can do something about, not, as implied, because they are drowning in a sea of carcinogens from which there is no escape.
这归因于WebSphereMQ访问磁盘的方式：实质上，MQ只能在磁盘的相关部分转过磁盘头时才响应commit 。
This is due to how WebSphere MQ accesses the disk: essentially, MQ can only respond to the commit when the relevant part of the disk platter has spun past the drive head.
我们许多人已经习惯了“浅呼吸”——这归因于快节奏的生活方式、压力、不良的姿势和缺乏体力活动。
Many of us have got into the habit of "shallow breathing" - caused by a hurried lifestyle, stress, poor posture and lack of physical activity.
这一长寿被归因于当地适宜的四季长春的温度，以及生活方式。
This longevity has been credited to the pleasant, spring-time temperatures and the lifestyle.
探讨内隐社会认知、攻击行为、敌意性归因、行为结果的积极期待等社会信息加工方式对攻击行为的影响。
Explore what effect the implicit social cognition, aggressive behavior, hostile attribution style and positive-expectation for the behavior results set on the cause of aggressive behaviors.
方法：对173名大学生施测了SCL- 90、特质应对方式问卷和社交失败归因问卷。
Methods: 173 college students were assessed with SCL-90, Coping Style Questionnaire, and Attribution of Social Failure Questionnaire.
反事实思维是人们日常生活中经常产生的一种思维方式，这种思维常常影响因果推理和归因。
Counterfactual thinking is a way of thinking in our everyday life, which influence causal reasoning and attribution.
第一，大学生的自我差异与归因风格、行为应对方式存在密切的关系。
There are three main results as follows:Firstly, there are close relationship among self-discrepancies , attribution style and coping behavior among college students.
如果有不同文化底蕴的人们用与研究者不同的方式看待事物和事情。研究者就不能把他们表现的不同行为归因于不同刺激因素。
If people from different cultures view objects and events differently from the investigator, the investigator will not be able to attribute differences in their behavior to variations in the stimulus.
如果有不同文化底蕴的人们用与研究者不同的方式看待事物和事情。研究者就不能把他们表现的不同行为归因于不同刺激因素。
If people from different cultures view objects and events differently from the investigator, the investigator will not be able to attribute differences in their behavior to variations in the stimulus.
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