个人目标取向、课堂目标结构和文化因素对不同年级学生学业求助的影响模式不同。
The patterns of personal goal-orientation, classroom goal structures and culture factors on different graders' academic help-seeking were different.
课堂目标结构对学习策略有直接的预测作用,同时,也通过成就目标定向为中介,对学习策略有间接的预测作用。
Classroom goal structure can directly predict learning strategies, at the same time, it can indirectly predict learning strategies by the mediator of achievement goal orientation.
课堂目标结构对学习策略有直接的预测作用,同时,也通过成就目标定向为中介,对学习策略有间接的预测作用。
Classroom goal structure can directly predict learning strategies, at the same time, it can indirectly predict learning strategies by the mediator of achievement goal orientation.
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