结论：大学生的学业自我概念、成就目标定向影响学习坚持性。
Conclusion: College students' academic self-concept and achievement goal orientation impact their learning persistence.
结果表明：自我效能、内在动机、任务定向目标等动机因素和课堂环境均与学业求助行为呈显著正相关。
The result showed that: self-efficacy, intrinsic motivations the goals of task orientation, classroom context were positively correlated with the behavior of academic help-seeking.
成就目标定向类型及其水平的不同组合对中学生学习激励策略和学业成就有明显不同的影响。
Different combinations of AGO and it's levels distinctly affected motivated strategies for learning and school achievement.
一些研究表明，成就目标定向在说明学生的学业求助方面有着重要的作用。
Some studies indicated that students' achievement goal orientations could account much for their academic help-seeking.
学业不良学生的主导成就目标是学习目标定向。
LD students' leading achievement goals orientation is learning goals orientation.
方法：采用学业自我妨碍量表、自尊量表以及四分成就目标定向量表调查重点初中与非重点初中252名学生。
To study the state of self-handicapping and probe into its relationship with self-esteem, achievement goal of junior middle school students.
学业不良学生之间，其学习目标定向、学习能力自我效能感和心理控制源存在学校差异；
There exists school differences of learning goals orientation, learning capability self-efficacy and locus of control among LD students;
学业不良学生之间，其学习目标定向、学习能力自我效能感和心理控制源存在学校差异；
There exists school differences of learning goals orientation, learning capability self-efficacy and locus of control among LD students;
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