例句與造句

1. same significant correlations exist between performance approach goal and three learning strategies, between performance avoidance goal and surface cognitive strategies
   3掌握目標(biāo)和成績接近目標(biāo)有助于學(xué)生的學(xué)業(yè)成績，而成績回避目標(biāo)不利于取得良好成績。
2. 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在失敗情境下，成績接近目標(biāo)的學(xué)生比成績回避目標(biāo)的學(xué)生有更高的業(yè)績表現(xiàn)。但其焦慮度與成績回避目標(biāo)的學(xué)生無顯著差異。
3. 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，成績接近目標(biāo)的學(xué)生與成績回避目標(biāo)的學(xué)生在內(nèi)在動(dòng)機(jī)、焦慮度上無顯著差異。
4. 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掌握目標(biāo)與深加工和元認(rèn)知策略相關(guān)顯著，成績接近目標(biāo)與三種學(xué)習(xí)策略都呈顯著相關(guān)，成績回避目標(biāo)只與淺表策略顯著相關(guān)。
5. 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
   第一個(gè)因素為組別，有三個(gè)水平，分別為掌握目標(biāo)、成績接近目標(biāo)和成績回避目標(biāo)三組；第二個(gè)因素為成敗情境，兩個(gè)水平，分別為成功情境和失敗情境；第三個(gè)因素為年級，兩個(gè)水平，分別為5年級和6年級。
6. It's difficult to find approach goal in a sentence. 用approach goal造句挺難的
7. 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
   表現(xiàn)為：高二比初一更強(qiáng)調(diào)成績氛圍，而掌握氛圍明顯下降；隨著年級的升高，成績接近目標(biāo)和掌握目標(biāo)顯著下降，個(gè)體采取深加工和元認(rèn)知策略的水平也下降；女生比男生更多知覺到成績氛圍，男生比女生更多采取掌握目標(biāo)和元認(rèn)知策略。
8. 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
   研究結(jié)果顯示：1班級動(dòng)機(jī)氛圍確實(shí)是影響個(gè)人成就目標(biāo)定向的因素之一：如果環(huán)境強(qiáng)調(diào)掌握和努力，則個(gè)體傾向于采取掌握目標(biāo)定向；如果環(huán)境強(qiáng)調(diào)成績和能力比較，則個(gè)體傾向于采取成績接近或成績回避定向。