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求助行为
    Combining with the data of classroom observations and interview, this study discussed the achievement goals, self-efficacy, culture factors, help-seeking attitude and help-seeking behavior and the model of their relation,
    本研究结合研究结果与课堂观察、访谈所得到的背景资料,讨论了成就目标、自我效能、文化因素、求助态度和求助行为的特点及其关系模式,提出了对学业求助实质的认识,并为中学教育教学提出了理论性和实践性的建议。
    A Summary About Academic Help-seeking
    关于国内外学业求助行为研究的综述
    Results show:(1)In task-involved classroom, there is more help-seeking than in ego-involved classroom,(especially <WP=21>instrument help-seeking).
    结果表明:(1)任务关注的课堂情境比自我关注的课堂情境导致更多的求助行为,求助方式上,则倾向于工具性求助。
    (2)Students who performed moderate-difficulty task are more likely to do help-seeking, especially instrument help-seeking, than those who performed high-difficulty task.
    (2)完成难度适中学习任务的学生比完成高难度学习任务的学生表现出更多的求助行为,求助方式上,则倾向于工具性求助。
    The results showed that:Both academic help-seeking attitude (costs of help-seeking, benefits of help-seeking) and academic help-seeking behavior (instrumental help-seeking, executive help-seeking and avoidance of help-seeking) had significant relationship with the various dimensions of achievement goals, self-efficacy and culture factors.
    研究结果表明:学业求助态度(求助益处与求助代价)和求助行为(工具性求助、执行性求助和回避求助)与成就目标、自我效能和文化因素有关。
    The effects of achievement goals, self-efficacy and culture factors on academic help-seeking behavior were mediated by academic help-seeking attitude.
    成就目标、自我效能和文化因素对学业求助行为的影响是以学业求助态度为中介的。
    The model deal with the study that achievement goals is mediator factor between academic help-seeking and classroom environment, and simultaneously classroom environment influences academic help-seeking directly.
    7、协方差结果模型的分析显示:成就目标定向是班级环境与学业求助行为的中介影响因素,同时班级环境直接影响学业求助行为,此模型接受本研究的假设。
    The study used 4(region)x3(Grade)x2(sex) multivariate analysis of variance, made path analysis about self-concept on junior middle school students in the northwest China region and academic help-seeking.
    以西北初中生自我概念、西北初中生学业求助态度、西北初中生学业求助行为的各个子维度为因变量,进行4(地区)×3(年级)×2(性别)的方差分析,并且做了西北初中生自我概念对学业求助的路径分析。
    Finally, the study drew a total conclusion and answered the following three questions, (1) In order to improve the frequency of academic help-seeking on junior middle school students in the northwest China region, wheather it is necessary to intervene self- concept;
    最后,这项研究综合研究1,研究2和研究3的结果,得出了总体结论,对论文问题提出部分的以下3个问题做了回答与讨论:(1)为了提高西北初中生学业求助行为频率,是否有必要干预自我概念;
    (3) What is the mediator from self-concept to academic help-seeking.
    (3)自我概念的不同成分通过哪些中介变量影响学业求助行为
    The research tools of measurement means are the "questionnaire of achievement goal orientation of undergraduates" and the "questionnaire of academic help-seeking behavior tendency of undergraduates" formulated on the base of former researches.
    在测量法研究中,研究工具为在前人工作基础上编制的“大学生成就目标定向问卷”和“大学生学业求助行为倾向问卷”;
    Its research has four aspects, namely: the community characteristic of achievement goal orientation, the community characteristic of academic help-seeking behavior, the relation among various kinds of achievement goal orientation and the influence of achievement goal orientation to academic help-seeking behavior tendency.
    研究内容有四个方面,即:成就目标定向的群体特征、学业求助行为的群体特征、成就目标各因素之间的关系和成就目标定向对学业求助行为倾向的影响。
    The conclusions are as follows: (1) Achievement goal orientations are different among colleges and among grades, and so are the academic help-seeking behavior tendency among colleges, among grades and between the sexes;
    研究结论如下:(1)成就目标定向存在院校和年级差异,学业求助行为倾向存在院校、年级和性别差异;
    (3) achievement goal orientation is correlated to academic help-seeking behavior tendency, and various kinds of former decides one kind of later.
    (3)成就目标定向与学业求助行为倾向具有相关关系,多种目标定向决定一种学业求助行为倾向。
    The correlations between the academic achievement and the academic help-seeking attitude and behavior are significant.
    学业成绩与学业求助态度和学业求助行为显著相关。
    Both the achievement goal orientation and the sense of self-efficacy have some effects on predicting students' academic help-seeking attitude and behavior.
    成就目标定向和自我效能感对学生的求助态度和求助行为均有较大的预测作用。
    The path analysis of deeper level shows that the achievement goal orientation and sense of self-efficacy not only have direct impact on the academic help-seeking behavior, but also influence it indirectly by the academic help-seeking attitude, which works as a mediation variable.
    而且进一步的路径分析表明,成就目标定向和自我效能感既直接影响学业求助行为,也以学业求助态度为中介间接影响求助行为
    The results were as follows: 1 ) The situation of independent non - self - respect pressure for problem - solving gave rise to more help - seeking behaviors, compared with the situation of massive pressure.
    结果表明:(1)单独无自尊压力的解难题情境比群体压力情境导致更多的求助行为
    4) Under the independent non - self - respect situation, the task - involved students showed more help - seeking behaviors than the ego - involved students.
    (4)在单独无自尊压力的情境下,任务卷入的儿童比自我卷入的儿童表现出更多的求助行为
    results show:(1)In task-involved classroom, there is more help-seeking than in ego-involved classroom,(especially instrument help-seeking).
    结果表明:(1)任务关注的课堂情境比自我关注的课堂情境导致更多的求助行为,求助方式上,则倾向于工具性求助。
 

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