全文获取类型
收费全文 | 71篇 |
免费 | 0篇 |
专业分类
教育 | 60篇 |
科学研究 | 4篇 |
体育 | 6篇 |
信息传播 | 1篇 |
出版年
2022年 | 1篇 |
2021年 | 2篇 |
2020年 | 4篇 |
2019年 | 2篇 |
2018年 | 3篇 |
2017年 | 2篇 |
2016年 | 3篇 |
2015年 | 1篇 |
2014年 | 2篇 |
2013年 | 10篇 |
2012年 | 2篇 |
2011年 | 5篇 |
2010年 | 10篇 |
2009年 | 4篇 |
2008年 | 2篇 |
2007年 | 2篇 |
2005年 | 2篇 |
2004年 | 1篇 |
2003年 | 1篇 |
2002年 | 1篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 1篇 |
1998年 | 2篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1993年 | 2篇 |
1992年 | 2篇 |
排序方式: 共有71条查询结果,搜索用时 0 毫秒
71.
While previous studies have examined the single directional effects of motivation constructs in influencing students' use of self-regulatory strategies, few attempts have been made to unravel their interrelationship in a unified framework. In this study we adopt the social cognitive perspective and examine the reciprocal interplay between motivation and self-regulation constructs (as measured by the Learning and Study Strategies Inventory) in influencing academic performance. Based on two waves of measurements obtained from a large sample of undergraduates from a university in Hong Kong, a cross-lagged structural equation model identified significant reciprocal effects whereby students' self-regulation predicted their subsequent motivation. After controlling for prior academic achievement, student motivation was also found to be the strongest predictor of academic performance. The findings from this study have major implications for the importance placed on motivation and self-regulation as means of facilitating academic success. 相似文献