探讨时间管理效能对时间监控行为和自尊、自我效能和学习满意度的中介作用。
In other words time efficacy mediated partially the relation between time control behaviors and self-esteem, self-efficacy, and learning satisfaction.
例如，趋向-掌握性目标与学习满意度正相关，而回避一表现性目标则与学习满意度负相关。
For example, mastery-approach goal is positively correlated with degree of satisfaction about mathematics; however, performance-avoidance goal is negatively correlated with it.
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 present research aims to explore the influence of time management disposition on learning satisfaction, further to verify the incremental validity.
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.
团队中防御性的沟通氛围、较低的工作满意度、领导角色模糊都滋养了团队学习中的习惯性防卫。
"Bad team pattern" means defensive communication atmosphere, low job satisfaction, fuzzy leader role, which caused the defensive routines in team learning.
初中生学习生活满意度反应了初中生学习生活的质量状况。
School satisfaction of middle school students could reflect the quality of their learning life.
经济状况、教育、社会关系、学习习惯4个领域的特殊生活满意度对一般生活满意度的解释率为54.4%；
Total variance of general life satisfaction explained by economic status, education, social relationship and study habit satisfaction was 54.4%.
诱惑一个概念书，通过戏剧和最终满意度对学习过程的孩子。
A concept book that lures children into the learning process through drama and ultimate satisfaction.
在学科领域外文期刊报导中应用目次提醒提高了用户的满意度，其做法值得借鉴学习。
TOC Alerts in foreign language journal reports oriented in discipline areas could improve users' satisfaction, and the pr...
研究组护生对学习方法的总体满意度达到91.39%。
The nursing students who were satisfied with the learning methods accounted for 91.39%.
目的：运用积极型心理试量量表，从自尊、生活满意度及求助意识三个方面研究心理学课程的学习，对促进医专生积极心理变化方面的作用。
This study investigates some employees life satisfaction degree and some correlative factors in Chongqing by using the self-made "Life Satisfaction Degree Scale".
经过对学生满意度的定量和定性调查发现：这种三阶段教学的设计总体上是比较成功的，能够将原本枯燥的教学设计理论学习演变为“玩中学”和“做中学”。
After the implementation of these three stages, the author found that students are more satisfied with and give more positive comments on these learning stages, especially the last two stages.
经过对学生满意度的定量和定性调查发现：这种三阶段教学的设计总体上是比较成功的，能够将原本枯燥的教学设计理论学习演变为“玩中学”和“做中学”。
After the implementation of these three stages, the author found that students are more satisfied with and give more positive comments on these learning stages, especially the last two stages.
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