学业自我效能感与求成归因存在着互为因果的关系。
There were reason-result relationships between academic self-efficacy and pursue-success attribution each other.
结论：学业自我效能感和学业成绩的性别差异明显；
Conclusions:gender differences are significant in academic self-efficacy and academic performance;
高中一年级男生的数学学业自我效能感显著高于女生。
The boy students' mathematic self-efficiency are much higher than the girl students.
A地区的学业自我效能感与学业成绩高于其他两个地区。
A region of the academic self-efficacy and academic performance is higher than the other two regions.
目的考察大学生的学业自我效能感与心理健康水平及其相互关系。
AIM: to study the self efficacy to school work and mental health of university students, and to explore their correlation.
本研究仍存在一些不尽完善的地方，如：很难确定问卷已经涵盖了影响硕士研究生学业自我效能感的所有因素；
There are some flaws in this study, for example:it is very difficult to determine all the influence factors of postgraduates'academic self-efficacy e has been covered in the questionnaire;
方法采用学业自我效能感调查问卷和精神状态评定量表(SCL - 90)对621名大学生的学业自我效能感和心理健康状况进行了测查。
METHODS: the self efficacy to school work questionnaire and symptom checklist 90 (SCL 90) were used to determine the self efficacy to school work and mental health of 621 university students.
自我效能感对学业成绩和自我调节学习能力有显著影响。
There were significant positive relations between the self-efficacy and academic achievements, and between the self-efficacy and self-regulated learning abilities.
学习自我效能感，作为影响学习者自主学习能力、学习动机等方面的重要主观因素，成为影响学业成就和教育质量的关键一环。
As the important subjective factor to automatic learning and learning motive of students, learning self-efficacy has become a crucial sector to influence academic achievement and educational quality.
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;
目的：考察学业反馈、数学自我效能感与初一学生数学成绩之间的关系。
Objective: To examine the relationships of academic feedback, mathematic self-efficacy and mathematic achievement of students in grade seven.
方法：采用整体抽样法抽取一所中学初一学生192名，完成学业反馈问卷和数学自我效能感量表。
Methods: A questionnaire survey was conducted to 192 students in grade seven randomly selected from a middle school in changchun by group.
方法：采用整体抽样法抽取一所中学初一学生192名，完成学业反馈问卷和数学自我效能感量表。
Methods: A questionnaire survey was conducted to 192 students in grade seven randomly selected from a middle school in changchun by group.
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