The role of achievement goal orientation ( ago ) in learning and achievement has been a focus of current research in achievement motivation and self - regulated learning 成就目标定向是当前成就动机和自我调节学习领域内的研究热点，它对学生的自我效能以及学业成就等方面有着重大影响。
Achievement motivation refers to the need for achievement , which is defined now as a concern with success in competition with some standard of excellence ( mcclelland , 1961 : 25 ) 阿特金森认为，每个人都有两种相互冲突的成就动机倾向，一种是追求成功的动机，一种是避免失败的动机。
The second chapter presents work coming from different theoretical perspectives on the development of achievement motivation . these research work has received a great deal of attention in motivation research for the last several decades 第二章是文献回顾，主要是对近几十年来成就动机的研究作了概要的描述
Students participating in achievement motivation training achieved higher motivation scores than original figure , and they also made greater progress in foreign language learning than students in control group 研究还表明，参加过成就动机培训的学生成就动机得到了明显提高，学习英语的积极性更强，英语成绩有了进一步的提高。
The specific purpose is to provide empirical evidence that achievement motivation and attributional beliefs may have an effect on students " english learning . the subjects involved were 120 senior high school students 本研究通过问卷调查了120位高中生的英语学习情况，旨在为研究英语成绩与成就动机的关系提供重要的依据和启示。
Part ii discusses the theoretical basis of the present research , including the theory of formative assessment and educational information feedback , the rule of achievement motivation and the law of design of instructional technology 第二部分探讨课题研究的理论基础，主要包括形成性评价理论，成就动机原则，教学信息反馈理论，教育技术设计原理。
Second , through the multiple sample test we have drawn the conclusion : the achievement motivation of the student varies between following pairs of factors : literal arts and natural sciences ; male students and femal students ; grade one and grade three ; rurual areas and urban areas 关于.高师学生成就动机的研究2 、高师学生成就动机的影响因素中，经多元方差分析年级与文理、性别、的交互效应均不显著，但表现出不同的变化趋势。
The second part , the paper recommends the basic content of metacognition theory - the concept and structure of metacognition . the paper also introduces achievement motivation theory , attribution theory , the theory of multiple intelligences which are concerned nearly with training students " metacognitive ability during teaching . these theories are of academic support to train students " metacognitive ability 第二部分重点介绍了元认知理论中的主要内容? ?元认知的概念和结构，并简要介绍了教学中与培养学生元认知能力密切有关的成就动机理论、归因理论和多元智力理论，它们是培养学生元认知能力的理论支持。
