The self-attribution of college students is positive.
他们的归因模式是积极的。
The literature, questionnaire and data analysis, on the self-attribution, self-efficacy and exercise behavior to study the relationship between the three.
采用文献资料法、问卷调查法和数据分析法，对自我归因、自我效能与锻炼行为三者之间关系进行研究。
Bandura's self-efficacy theory and Weiner's self-attribution theory has offered psychological foundation for research of the teaching confidence of the university.
班杜拉的自我效能理论和韦纳的归因理论为大学教学信心的研究提供了心理学基础。
The actual performance was related with the score of self-efficacy, (3) DN group and DE group showed more apparent negative tendency of self-attribution than those in the co group.
实际作业成绩与效能感得分相关。(3)抑郁症、抑郁性神经症组被试消极的自我归因倾向明显高于正常组。
When things go well, the self-serving attribution bias, we'll credit ourselves.
当事情顺利时，自我服务归因偏向，我们就会觉得是自己能干。
There were significant differences between self - attribution and other - attribution.
自我归因与他人归因存在着显著性差异。
Fifth, we had better help the students to find out the reasonable attribution of study activity and train their sense of self -fulfillment.
五是引导学生对学习结果恰当归因，培养学生的自我实现意识；
In education activities, attribution achievement motivation, self - potency, and study tragedy influence and interact on each other.
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。
It proves that our middle school students' attribution in mathematics learning is positively related to their math interest, self-efficacy and math achievement.
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。
Objective: To explore the relation between junior students self-handicapping and attribution.
前言： 目的：探讨初中生自我设限和归因的关系。
Significant correlations have been found between learning beliefs and many factors such as learning strategies, motivation, anxiety, attribution and self-efficacy.
研究还表明学习理念和学习策略和学习者的动机、焦虑感、归因和自我感知等方面有显著的相关性。
There were reason-result relationships between academic self-efficacy and pursue-success attribution each other.
学业自我效能感与求成归因存在着互为因果的关系。
Objective: To investigate the relationship between self-efficacy and the style of attribution of middle school teachers.
目的：考察中学教师归因方式与自我效能感的关系。
Objective To study the relationship between the attribution style of senior high school students and the feeling of inadequacy and self-efficacy.
目的探讨高中生的归因方式与缺陷感、自我效能感之间的相关关系。
Results: Apparent correlations existed among self-esteem, identity and attribution tendencies, and significant differences existed in different genders, grades and urban and rural areas.
结果：职高生的自尊、自我认同感与归因倾向之间有显著的相关性，在自尊、自我认同感与归因倾向上存在性别、年级和城乡的差异。
There are three main results as follows:Firstly, there are close relationship among self-discrepancies , attribution style and coping behavior among college students.
第一，大学生的自我差异与归因风格、行为应对方式存在密切的关系。
Conclusion Education designed to meet the main body cognitive needs on the self-esteem and attribution, help solve practical problems which is worth promoting.
结论教育设计符合认知主体的自尊和归属需要，有利于解决实际问题，具有推广价值。
The perceived academic failure, uncontrollable attribution, low self-efficacy and self-perception are all the precursors of academic shame.
羞愧感是一种深刻的社会情感，它与人的个性道德认识有密切的联系。
The perceived academic failure, uncontrollable attribution, low self-efficacy and self-perception are all the precursors of academic shame.
羞愧感是一种深刻的社会情感，它与人的个性道德认识有密切的联系。
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