We studied the relation among anxiety, perceived classroom achievement goal and personal achievement goal based on the supposed model.

我们在此模型的基础上，初步探讨了焦虑、班级成就目标知觉与个人成就目标定向之间的关系。

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My personal 5-step goal achievement framework, ESPER, was critical in bringing my goal to life.

我个人的目标实现的5步框架——ESPER 对于我的目标实现至关重要。

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Conclusion: Achievement goal orientation, uncertain personal control, self - deprecation are closely related to academic self - handicapping.

由此得出成就目标取向、不可控感、自我贬低与大学生学业自我妨碍密切相关的结论。

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