学习自我效能感：是一般的还是针对特殊领域的?。
Perceived Academic Self-efficacy:Is It General or Domain-specific? ;
在借鉴已有成果的基础上，结合本研究实际，编制了英语学习自我效能感量表；
We prepared the English Learning Self-Efficacy Scale on the basis of existing achievements according to the fact of this research.
文章从心理辅导层面提出团体心理辅导在提高大学生学习自我效能感中的应用。
This paper illuminates the application of party psychological assistance on improving undergraduates' perceived academic self-efficacy from psychological assistance Angle.
通过实验班和对照班的比较，初步总结概括培养中学生英语学习自我效能感的模式。
Summarize the pattern of training middle school students' English learning self-efficacy by comparing controlled classes and uncontrolled classes.
研究目的：(1)编制适合测量中学生英语学习自我效能感的问卷以测查当今中学生英语学习效能感现状。
Objective: (1) to work out the questionnaire that suits measuring middle school students English learning self-efficacy to measure current middle school students English learning self-efficacy status.
希望本文能对从事高中英语教学的同仁在培养和提高高中生尤其是农村高中生英语学习自我效能感方面有所启发和帮助。
The author sincerely hopes this thesis will serve as enlightenment and help for English teachers at Senior Middle School in fostering and enhancing students' self-efficacy in English learning.
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.
通过自我调节学习实现自我效能感超越的培养策略。
Realizes the raise strategy through the self- adjustment study which the self- potency feeling surmounted .
大学生的自我效能感水平影响学习课题的选择、思维和情感反应模式及新学习的进程与质量。
Normal University student's self-efficacy level influence study topic choice, thought and emotion response pattern and new study advancement and quality.
结果：大学生的学习适应性与一般自我效能感、社会支持存在显著的正相关。
Results: Significant correlation was demonstrated between college students 'learning adaptability with general perceived self-efficacy and social support.
目的：本研究旨在探索大学生的学习适应性与其一般自我效能感、社会支持的关系。
Objective: the purpose of the study was to explore the relationship of college students 'learning adaptability with their general perceived self-efficacy and social support.
但结果显示，中学生普遍缺乏较强的自我效能感，而这也势必会影响他们在英语学习中树立信心，克服焦虑。
The subjects prefer practice and communication in English language learning but they are lack of strong self-efficacy.
在教育活动中，归因、成就动机、自我效能感、学习策略之间是相互影响、相互作用的。
In education activities, attribution achievement motivation, self - potency, and study tragedy influence and interact on each other.
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.
影响网络学习质量的学习者心理因素主要有学习者的元认知能力、定位感、自我效能感以及学习动机、焦虑感和对学习的坚持性。
The learner's mental factors affecting web-based learning quality mainly include their metacognitive ability, location, self-efficacy, learning motivation, anxiety, and persistency.
主要探讨并验证了中学生数学学习归因与其数学学习兴趣、自我效能感、数学学习成绩的相关性。
It proves that our middle school students' attribution in mathematics learning is positively related to their math interest, self-efficacy and math achievement.
这三个量表分别为：数学焦虑量表、数学自我效能感量表、数学学习动机量表。
The three scales named as Mathematics Anxiety scale Mathematics Self-efficacy scale Mathematics Learning Motivation scale.
考虑到学习情感种类较多，我们只关注焦虑和自我效能感，而这两种因素既在理论上可能与提取抑制相关，本身也对学习行为和效果有较大影响。
The present study was designed to examine whether retrieval inhibition is related to EFL listening comprehension through its connection with emotional factors such as anxiety and self-efficacy.
学习动机、自我效能感、归因和成就目标定向是影响学习策略的重要因素。
The learning motive, self-effective feeling, the cause and the aim of orientation are the important factor that affects the learning tactics.
班杜拉社会学习理论以三元交互决定论为理论基础，指出亲历学习和观察学习是人类学习的两种基本形式，同时提出自我调节论、自我效能感等理论主张。
This article describes the main content of Bandura's social learning theory, including its theoretical basis, two forms of human study, self-regulation theory and self-efficacy.
由于许多原因，后进生的自我效能感水平普遍低下，这是他们丧失学习信心、品德和学习成绩下降、人际关系恶化的主要原因。
Owing to many causes, low self-efficacy makes backward students lose learning confidence, poor in morality and school report, hard to get on with other people.
从而得出学习厌倦感、自我效能感与抑郁情绪具有显著相关的结论。
Self-efficacy and sense of academic weariness have certain relation with depression.
同时隐性异质性特征学习风格、自我效能感和成就需要分别是异质性人力资源开发影响员工绩效的调节变量。
Meanwhile, the implicit heterogeneous characteristics of learning style, self-efficacy, achievement needs were the moderators of heterogeneous HRD affecting employee performance.
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;
应用推荐