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将学习的认知因素、动机因素与意志因素综合在一起,采用问卷调查法随机选取长春市重点和普通中学551名初中生为被试,系统考察了初中生对学业压力的认知评价、学业自我效能与学习坚持性的关系。
The cognitive factors, motivational factors and will factors are combined together. 551 junior high school students in key and ordinary middle schools in Changchun are randomly selected as the subjects by questionnaire survey. The cognitive assessment of junior high school students’ academic stress is systematically investigated. Relationship between Self - efficacy and Learning Persistence.