个人目标取向、课堂目标结构和文化因素对不同年级学生学业求助的影响模式不同。

The patterns of personal goal-orientation, classroom goal structures and culture factors on different graders' academic help-seeking were different.

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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.

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