The present research aims to explore the influence of time management disposition on learning satisfaction, further to verify the incremental validity.
本研究以262名大学生为研究对象，探讨时间管理倾向对学习满意度的影响，并检验时间管理倾向的递增效度。
The results show that such factors as gender, specialty and motivation of major selection affect students' learning satisfaction with the motivation of specialty selection on the top.
结果发现：大学生的专业学习满意度受性别、专业、专业选取驱动因素等多种因素的影响，其中专业选取的动因对专业学习满意度的影响最大。
The results show that such factors as gender, specialty and motivation of major selection affect students' learning satisfaction with the motivation of specialty selection on the top.
结果发现：大学生的专业学习满意度受性别、专业、专业选取驱动因素等多种因素的影响，其中专业选取的动因对专业学习满意度的影响最大。
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