| 1. | A comment on the research of the learned helplessness theory ' s development
习得无助感理论发展研究的简评
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| 2. | Evolvement and dispute about the theoretical models of learned helplessness
习得无助理论模型的演变与争议
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| 3. | Learned helplessness and program of attribution training in physical education
体育学习中的习得性无助及其归因训练程序
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| 4. | Experimental study on the learned helplessness mechanism resulted from inconsistence of information feedback
信息反馈不一致导致习得无助机制的实验研究
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| 5. | The results of the study indicate that motivation is strongly correlated with the other three components and plays a larger role in self - regulated english learning at secondary vocational school . moreover , the results of the study show three pairs of contradiction of motivational factors reflected on students at secondary vocational school : ( 1 ) students expect to learn english well but their poor foundation and lacking of confidence lead to their learning helplessness
作者又对动机因素中各成分进行了统计分析，发现在中等职业学校学生的英语自主学习中，动机因素各成分是以三对矛盾同时体现在学生身上： ( 1 )学生期望能学好英语，然而他们的英语基础差和缺乏自信导致其学习无助感。
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| 6. | In the third part , the chapter puts forward three dimensions of causality and discusses the relationships between the attribution and expectancy , and the emotions , and achievement motivation . and two kinds of theory of achievement and motivation - self efficiency theory and learned helplessness theory concerning the attribution are given . in the fourth part , the definite conclusion has been come from the data stat and the resolution analysis in the base of the status investigation of students ' s math learning attribution by the students and the teachers in high schools
全文共分为六个部分：第一部分简述归因研究的理论背景，提出所要讨论的问题第二部分对归因、数学学习归因及其含义进行阐述；第三部分首先指出了原因的三个分类维度，从原因的分类维度出发讨论归因与期望、情绪、情感及成就动机之间的关系，同时指出两种与归因有关的成就动机理论?自我效能理论和习得无助理论；第四部分是有关中学生及中学数学教师对学生数学学习归因的状况调查，通过数据统计及结果分析得出了一定的结论。
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