depersonalization

1. The night medical personnel were significant higher than those who were not on night duty on emotional exhaustion, depersonalization and personal accomplishment.
   值夜班医护人员在情绪衰竭、情感疏远及个人低成就感上均显著高于不值夜班者。
2. Job burnout is "a psychological syndrome of emotional exhaustion, depersonalization, and reduced personal accomplishment that can occur among individuals who work with other people in some capacity".
   工作倦怠是指“在以人为服务对象的职业领域中，个体的一种情感耗竭、人格解体和个人成就降低感的症状”。
3. Job burnout is mainly expressed as Emotional exhaustion, Depersonalization and Reduced personal accomplishment, which will partly affect personal psychological state and behavioral effect of the work.
   工作倦怠表现为情绪衰竭、人格解体和个人成就感降低，将在一定程度上影响个体工作的心理状态和行为绩效水平。
4. The results show that there are three factors in CMBI named exhaustion, depersonalization, and reduced personal accomplishment.
   结果表明，工作倦怠由耗竭、人格解体和成就感降低三个因素构成。
5. Results indicated that EBI had3 factors: emotional exhaustion, depersonalization, and personal accomplishment.
   结果表明，教师职业倦怠具有3个因子：情绪衰竭、去个性化和自我成就感。
6. For low professional self-concept individuals, no matter what job resources are abundant or not, there are positive correlation between job demands and emotional exhaustion 、 depersonalization dimensions.
   对于低职业自我概念者，无论工作资源是否充足，工作要求与情感衰竭和去人格化都存在显著的正相关；
7. The health condition, family support and work attitude were negatively related to Emotional Exhaustion ( EE) and Depersonalization ( DP).
   健康状况、家庭支持、工作态度与情绪枯竭（EE）和去人格化倾向（DP）呈负相关；
8. Job burnout can be manifested in the following 3 aspects: emotional exhaustion, depersonalization and diminished personal accomplishment.
   工作倦怠的表现有三个方面，即情绪衰竭、人格解体和个人成就感降低。
9. Results: Significant negative correlation existed among teachers 'self-concept and emotional exhaustion and depersonalization accomplishment, and another dimension-low personal accomplishment showed positive correlation with teachers' self-concept.
   结果：教师自我概念与职业倦怠中的情绪衰竭和去人性化呈显著负相关，与低成就感呈显著正相关；
10. Job burnout of teachers is a syndrome of emotion, depersonalization, and reduced personal accomplishment.
    中小学教师工作倦怠主要表现为：情感耗竭、人格解体、个体成就感降低。
11. The adjusting role of teachers 'professional self-concept is obvious in the emotional exhaustion and depersonalization of burnout.
    教师职业自我概念在职业倦怠的情感衰竭和去人格化维度方面有调节作用。
12. There were significant relationship between depersonalization and age, sex and education of employees.
    人格解体受个体的年龄、性别和受教育程度的明显影响；
13. And positive correlation between stress of interpersonal relationship and a reduced sense of personal accomplishment, and depersonalization.
    人际关系压力与少成就感有显著的正相关，与去个人化有显著的正相关。
14. Teacher burnout is generally conceived to be a chronic response to extreme pressures and involves three central dimensions: emotional exhaustion, depersonalization and reduced personal accomplishment.
    教师职业倦怠是教师长期处于工作压力下的一种极端反应，它是包括情绪衰竭、非人性化和低成就感在内的一种综合症状群。
15. Results: ① High job demands or lacking job resources predicted emotional exhaustion, and lacking job resources was the main factor to predict depersonalization and reduced personal accomplishment.
    结果：①高工作要求或者缺乏工作资源都会导致个体的情绪衰竭，缺乏工作资源是去人性化和个人成就感降低的主要原因；
16. Unmarried teachers suffered more in depersonalization.
    未婚教师在去个性化维度上得分更高。
17. The conclusions of the thesis are: ( 1) The level of the police's job burnout is high, and that of emotion exhaustion is higher than depersonalization and ineffectiveness.
    警务人员的工作倦怠水平偏高，情绪耗竭相对去人性化和个人成就感降低两个维度呈较高水平。
18. Type A personality and locus of control positively predicted emotional exhaustion and depersonalization, and locus of control negatively predicted personal accomplishment.
    A型人格、控制点对情绪疲惫、去人性化具有正向预测作用，控制点对个人成就感具有负向预测作用。
19. Conclusion The perceived supervisory social support of nursing directors can decrease emotional exhaustion and depersonalization and increase personal accomplishment.
    结论护理部主任感知的上级社会支持能降低她们的情绪衰竭和去人格化，增进个人成就感。
20. Factor analysis showed that there were three main factors, which determined 32.16% of the total variance and respectively represented absorption and imaginative involvement, amnestic dissociation as well as the experiences of depersonalization and derealization respectively.
    因子分析得出了3个主要因子，它们决定了总方差的32.16%，3个因子分别代表专注与想象性参与、遗忘性分离、人格解体及现实解体。
21. Job stress and organizational justice have significant effect to teachers 'burnout. Job stress mainly effects teachers' emotional exhaustion and depersonalization.
    工作压力和组织公平对职业倦怠有显著影响，其中工作压力主要影响教师情绪衰竭与去人性化的发生，而在所有组织公平类型中，领导公平可更有效地降低教师的倦怠水平。
22. Endurance strategy, positive appraisal strategy, accepting responsibility strategy and self-control strategy significantly predicted depersonalization.
    忍耐策略、积极评价策略、接受责任策略和自我调控策略对职业倦怠的去个人化维度具有显著的预测作用。
23. Content: Job burnout, caused by long-term work pressure, is a reaction product of irreconcilable pressure with the declination appearance on respects of emotion, attitude and behavior, which directly leads to emotional exhaustion, depersonalization and diminished personal accomplishment.
    工作倦怠产生于长期的工作压力，是不可调和的压力反应产物，表现为情绪、态度和行为的衰退状态，直接导致出现情绪衰竭、去人格化和低成就感。
24. The long and enormous work demand for nurses affects emotional exhaustion directly, their work demand affects depersonalization through emotional exhaustion indirectly, and the work demand has a negative effect on depersonalization;
    护士长时间的、大量的工作要求直接影响情感耗竭，工作要求还可通过情感耗竭间接影响人格解体，工作要求对人格解体有负向作用；
25. The JD-R model was validated: job demands affect distinctly the emotional exhaustion and depersonalization dimension of job burnout;
    验证了修正的JD-R模型，其中工作要求对情感衰竭和去人格化维度有显著的影响；
26. The cognitive dimension in caring was negatively correlated with emotional exhaustion, depersonalization, depression, anxiety and somatization. It was positively correlated with personal accomplishment.
    关怀能力中的认知维度与疲溃感中的情绪枯竭、去人格化倾向维度呈负相关，与个人成就感维度成正相关；与心理健康中的躯体化、抑郁、焦虑因子成负相关。
27. The self-efficacy of college counselors is significantly correlated with work performance and the correlation is positive. There is also a significant correlation between job burnout and work performance. The depersonalization and sense of personal achievement have a strong impact to the work performance. 4.
    高校辅导员自我效能与工作绩效显著相关，且对工作绩效产生正向的促进作用；工作倦怠与工作绩效显著相关，且人格解体与个人成就感对工作绩效具有较大影响。
28. The depersonalization dimension of burnout is negatively related to the research performance and relationship performance. Low personal accomplishment is positively related to the relationship performance, research performance, teaching performance and the overall performance. 3.
    职业倦怠的人格解体维度与关系绩效负相关，与科研绩效正相关，低个人成就感与关系绩效、科研绩效、教学绩效和绩效总体正向相关。
29. According to the results of the questionnaire, the English teachers in vocational high school have higher scores on the two dimensions: exhaustion and depersonalization; meanwhile they have lower scores on the dimension of low satisfaction. They have high degree of job burnout as a whole.
    问卷调查结果显示，参与调查的武汉市中等职业学校英语教师在职业倦怠身心衰竭和人格解体两个维度上得分较高，在低成就感维度上得分较低，整体呈现的职业倦怠程度较高。

noun

1. representing a human being as a physical thing deprived of personal qualities or individuality
   1. according to Marx, treating labor as a commodity exemplified the reification of the individual

   Synonym:    depersonalisationreification

2. (existentialism) a loss of personal identity

   Synonym:    depersonalisation

3. emotional dissociative disorder in which there is loss of contact with your own personal reality accompanied by feelings of unreality and strangeness

   Synonym:    depersonalisationdepersonalization disorderdepersonalisation disorderdepersonalization neurosisdepersonalisation neurosis