学业不良学生的主导成就目标是学习目标定向。
LD students' leading achievement goals orientation is learning goals orientation.
只有学习目标定向的学生才倾向于做有利于学习的工具性求助。
But only the students with learning goals would ask for instrumental help-seeking.
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;
结论：大学生的学业自我概念、成就目标定向影响学习坚持性。
Conclusion: College students' academic self-concept and achievement goal orientation impact their learning persistence.
个人目标定向可以区分出学习目标，成绩目标—接近定向和成绩目标—回避定向。
Goals orientation could be divided into learning goals, performance-approach goals and performance-avoidance goals.
成就目标定向和学习策略相关显著。
There is significant correlation between achievement goal orientation and learning strategies.
而任务目标定向得分高的学生更偏好有关学习、努力和改善的信息；
And task goal directional score high student the information that can more improve concerning study and effort and;
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.
本研究欲探讨一下学习困难学生成就目标定向的特点。
The present study intends to explore the achievement goal 's characteristics of LD students.
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.
成就目标定向类型及其水平的不同组合对中学生学习激励策略和学业成就有明显不同的影响。
Different combinations of AGO and it's levels distinctly affected motivated strategies for learning and school achievement.
本研究假设，学习不同学科的个体其成就目标定向、自主性学习水平可能是不同的。
The final purpose of all kinds of education is to cultivate individuals with the ability of relative self-help.
本研究假设，学习不同学科的个体其成就目标定向、自主性学习水平可能是不同的。
The final purpose of all kinds of education is to cultivate individuals with the ability of relative self-help.
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