《中國學生的學業(yè)延遲滿足研究》以受東方文化影響的中國學生為對象，歸納了中國學生在小學、中學和大學這三個不同年齡階段延遲滿足能力的現(xiàn)狀，并通過分析學生的延遲滿足能力、學習動機、自我制約學習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生在完成一個長遠的學習目標的過程中所呈現(xiàn)出的異同點來強調(diào)延遲滿足在當前中國教育領(lǐng)域的重要作用，并就如何提高學生的學業(yè)延遲滿足能力提出相關(guān)的意見和建議，僅供教育者、教育心理學研究者以及學生家長參考和借鑒。
張黎黎編著的《中國學生的學業(yè)延遲滿足研究》通過分析學生的延遲滿足能力、學習動機、自我制約學習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生在完成一個長遠的學習目標的過程中所呈現(xiàn)出的異同點來強調(diào)延遲滿足在當前中國教育領(lǐng)域的重要作用，并就如何提高學生的學業(yè)延遲滿足能力提出相關(guān)的意見和建議，僅供教育者、教育心理學研究者以及學生家長參考和借鑒。
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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