前言： 目的：探讨初中生自我设限和归因的关系。
Objective: To explore the relation between junior students self-handicapping and attribution.
目的编制适合于中国西北初中生自我概念特点的量表。
Objective To compile the scale of self-concept on junior middle school students in the northwest China.
结果西北初中生自我概念由一阶和二阶因素构成，但没有统一整合的自我概念。
Results Self-concept on junior middle school students in the northwest China is made up of a rank and two rank factors, but it is not a whole.
我来做一下自我介绍，我叫简，是来自西安的一名初中生。
I'd like to introduce myself. My name is Jane, and I am a middle school student in Xi 'an.
研究采用合作竞争态度量表、学业自我描述问卷对397名初中生进行调查。
Methods cooperation and competition attitude questionnaire and self description questionnaire were administrated to 397 middle school students.
自我意识中智力与学校情况方面显著影响初中生个体接纳水平。
Intellgence and school performance had important effect on personal acceptance of junior high school students.
初中生数学自我效能感存在学校类型差异。
Middle school students' mathematics self-efficacy has a significant difference on school types.
首先，本文通过对初中生数学解题过程中自我监控能力现状的调查研究，探讨了初中生数学解题过程中自我监控能力存在的问题。
First, this text studies these problems in the process of saluting mathematics questions by the way of researching present condition of the supervisory and controlled ability.
采用英语自我效能、英语学习焦虑、英语学习策略问卷，测量研究213名初中生英语自我效能、英语学习焦虑、英语学习策略与英语学业成绩之因果关系模型。
With two questionnaires of English self-efficacy and anxiety in English learning, 213 junior students are tested for the study of the influence of the two variables on English performance.
重点中学的初中生比高中生更多地使用自我调节策略；
The interaction of school types and grades among self-regulated strategies existed significant difference.
重点中学的初中生比高中生更多地使用自我调节策略；
The interaction of school types and grades among self-regulated strategies existed significant difference.
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