approach goal造句

• Same significant correlations exist between performance approach goal and three learning strategies, between performance avoidance goal and surface cognitive strategies
  3掌握目标和成绩接近目标有助于学生的学业成绩，而成绩回避目标不利于取得良好成绩。
• Performance-approach goal students reported higher level of intrinsic motivation and performance in failure condition than performance-avoidance goal students, but the difference of anxiety level was no significant between two groups
  2在失败情境下，成绩接近目标的学生比成绩回避目标的学生有更高的业绩表现。但其焦虑度与成绩回避目标的学生无显著差异。
• There was no significant difference of intrinsic motivation and anxiety level between performance-avodiance goal and performance-approach goal students in success condition . the performance of performance-approach students was slightly higher than performance-avoidance students
  在成功情境下，成绩接近目标的学生与成绩回避目标的学生在内在动机、焦虑度上无显著差异。
• This fact indicates that the distinguish between performance approach goal and performance avoidance goal is visiable . 3 . the correlation relationship between master goal orientation and deep cognitive strategies, metacognitive strategies is significant
  2掌握目标与深加工和元认知策略相关显著，成绩接近目标与三种学习策略都呈显著相关，成绩回避目标只与浅表策略显著相关。
• The three factors were groups ( mastery goal, performance-approach goal, performance-avoidance goal ), two conditions ( success condition and failure condition ), grades ( grade 5 and 6 ) . the results showed that, 1 . the students of mastery goal reported the highest level of, performance but the lowest anxiety level in both conditions among three groups . 2
  第一个因素为组别，有三个水平，分别为掌握目标、成绩接近目标和成绩回避目标三组；第二个因素为成败情境，两个水平，分别为成功情境和失败情境；第三个因素为年级，两个水平，分别为5年级和6年级。
• At first, the 11th grade emphasizes more performance motivation climate than the 7th grade, while master motivation climate obviously decreases from 7th grade to 11th grade . with grade ascending, performance approach goal and master goal obviously decreases . in the same time, deep cognitive strategies and metacognitive strategies also decreases
  表现为：高二比初一更强调成绩氛围，而掌握氛围明显下降；随着年级的升高，成绩接近目标和掌握目标显著下降，个体采取深加工和元认知策略的水平也下降；女生比男生更多知觉到成绩氛围，男生比女生更多采取掌握目标和元认知策略。
• The findings indicate that : 1 . class motivation climate is indeed one of influences factors on achievement goal orientation : if environment emphasizes master and endeavor, students attend to use master goal orientation . in contrary, if environment emphasizes performance and capacity, students attend to use performance approach goal or performance avoidance goal
  研究结果显示：1班级动机氛围确实是影响个人成就目标定向的因素之一：如果环境强调掌握和努力，则个体倾向于采取掌握目标定向；如果环境强调成绩和能力比较，则个体倾向于采取成绩接近或成绩回避定向。