而对于学习成败归因中，只有努力和运气二归因存在明显的文理差异。
In regard to learning success or failure attribution, significant differences lie in effort and luck attribution between the two majors.
因此本文将对这一特殊群体的成就动机，成败归因和感知学习风格特点进行探讨。
Therefore, the thesis aims to discuss this special group's achievement motivation, success and failure attribution and perceptual learning style.
因此本文将对这一特殊群体的成就动机， 成败归因和感知学习风格特点进行探讨。
The article studies the problems that students have ---the summary of incorrect success and failure causes.
结果发现：（1）在普通高校篮球技术教学中实施归因训练可以使大学生的成败归因向积极的方向转化。
Several findings are revealed after experiment: (1) Attribution training carried out in general college basketball classes can convert students' success or failure attribution to the positive side.
方法采用中小学生考试成败归因量表对私立学校学生236名进行调查。结果“成败”是影响学生考试结果归因的主要因素，“性别”与“ 生源地”的作用很小。
Methods A total of 236 students were investigated by using the scale for attribution of success or failure of primary and secondary school students in examination.
目前，越来越多的企业通过经营发现，企业的成败兴衰主要归因于它所奉行的战略和实施战略的效率。
At present, more and more enterprises through the operation of enterprises, and mainly attributed to its success or failure of the strategy and implement the strategy of efficiency.
市场营销的成败直接归因于最高管理层能否给予支持。
Marketing success or failure is directly traceable to the support that top management gives or withholds.
问卷包括学习英语的原因，影响学习动机的因素和对成败的归因。
The questionnaire aims to explore the reasons for students' English learning, factors influencing their learning motivation, and attributions for success and failure.
归因理论认为，学习者把学习的成败归结为内部可控性因素，或外部不可控因素。
Attribution theory suggests that students tend to attribute their success or failure to either internal or external causes;
从小三、初二、高二随机选择有效被试406名，探讨了中小学生对交往成败结果的归因和期望特点。
This study focuses on the general characteristics of attribution and anticipation of the results of communication of primary and high school students.
对于第三个问题，实验结果表明有五个因素与学生感知成败的归因有关：环境、能力、文章难度、努力以及任务取向。
For the third question, the results of the factor analysis indicated the presence of five factors: environment, ability, text difficulty, effort, and task orientation.
对于第三个问题，实验结果表明有五个因素与学生感知成败的归因有关：环境、能力、文章难度、努力以及任务取向。
For the third question, the results of the factor analysis indicated the presence of five factors: environment, ability, text difficulty, effort, and task orientation.
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