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中國(guó)學(xué)生的學(xué)業(yè)延遲滿足研究

中國(guó)學(xué)生的學(xué)業(yè)延遲滿足研究

定 價(jià):¥48.00

作 者: 張黎黎 著
出版社: 國(guó)防工業(yè)出版社
叢編項(xiàng):
標(biāo) 簽: 教育心理學(xué) 教育與發(fā)展心理學(xué) 心理學(xué)

ISBN: 9787118093827 出版時(shí)間: 2014-03-01 包裝:
開(kāi)本: 頁(yè)數(shù): 字?jǐn)?shù):  

內(nèi)容簡(jiǎn)介

  《中國(guó)學(xué)生的學(xué)業(yè)延遲滿足研究》以受東方文化影響的中國(guó)學(xué)生為對(duì)象,歸納了中國(guó)學(xué)生在小學(xué)、中學(xué)和大學(xué)這三個(gè)不同年齡階段延遲滿足能力的現(xiàn)狀,并通過(guò)分析學(xué)生的延遲滿足能力、學(xué)習(xí)動(dòng)機(jī)、自我制約學(xué)習(xí)方略的使用等之間的關(guān)系,以及明確延遲滿足能力高低不同的學(xué)生在完成一個(gè)長(zhǎng)遠(yuǎn)的學(xué)習(xí)目標(biāo)的過(guò)程中所呈現(xiàn)出的異同點(diǎn)來(lái)強(qiáng)調(diào)延遲滿足在當(dāng)前中國(guó)教育領(lǐng)域的重要作用,并就如何提高學(xué)生的學(xué)業(yè)延遲滿足能力提出相關(guān)的意見(jiàn)和建議,僅供教育者、教育心理學(xué)研究者以及學(xué)生家長(zhǎng)參考和借鑒。

作者簡(jiǎn)介

暫缺《中國(guó)學(xué)生的學(xué)業(yè)延遲滿足研究》作者簡(jiǎn)介

圖書目錄

1 Introduction
 1.1 Research background
 1.2 The origin of ADOG--DOG
 1.3 The previous research about ADOG
 1.4 The construction of the present research
2 ADOG of Chinese Children
 2.1 The ADOG scale for children and the correlation between ADOG and MSLQ
 2.2 The differences between different ADOG learners
3 ADOG of Chinese Middle School Students
 3.1 The ADOG scale for middle school students and the correlation between ADOG and MSLQ
 3.2 The differences between different ADOG learners
4 ADOG of Chinese College Students
 4.1 The ADOG scale for college students and the correlation between ADOG and MSLQ
 4.2 The differences between different ADOG learners
5 General Discussion 1 Introduction  1.1 Research background  1.2 The origin of ADOG--DOG  1.3 The previous research about ADOG  1.4 The construction of the present research 2 ADOG of Chinese Children  2.1 The ADOG scale for children and the correlation between ADOG and MSLQ  2.2 The differences between different ADOG learners 3 ADOG of Chinese Middle School Students  3.1 The ADOG scale for middle school students and the correlation between ADOG and MSLQ  3.2 The differences between different ADOG learners  4 ADOG of Chinese College Students  4.1 The ADOG scale for college students and the correlation between ADOG and MSLQ  4.2 The differences between different ADOG learners  5 General Discussion  5.1 The summary of the present research  5.2 The limitation of the present study and the implication for the future research Reference

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