Interest in learning knowledge may become a learning motivation.
对所学知识内容的兴趣可能成为学习动机。
Interest in the content of the knowledge may become a learning motivation.
对所学知识内容的兴趣可能成为学习动机。
There is a significant correlation between learning motivation and ways of learning.
小学教师的学习途径与学习动机之间存在显著相关。
It has been proved that learning motivation has an undoubtedly evident effect on second language learning.
已有的研究表明，动机对第二语言学习有着毋庸置疑的显著效应。
The universities must strengthen the training of the students' learning motivation and learning adaptation.
高等学校必须加强大学生学习动机的培养和学习适应性的训练。
Part two introduces the perspectives of Learning Motivation from behaviorism, humanism and cognition theory.
第二部介绍行为主义、人本主义、认知主义关于动机的三种观点。
Higher vocational college students are a special group with its own characteristics in the learning motivation.
高职生是一个比较特殊的群体，在学习动机方面有其自身的特点。
This article first discusses learning motivation, its major components and the various factors that influence it.
本文首先讨论了学习动机理论，分析了学习动机的构成要素和影响学习动机的诸多因素。
Much research indicates that the most ideal inner driving of learning motivation is coming from obtaining knowledge.
很多的研究也表明，学习动机最理想的驱力是来自于获取知识本身之中。
The application shows that it can give a satisfactory solution to the lack of learning motivation among the students.
应用于实践后证明，能够较好解决当前的学生学习积极性不高的问题，取得了令人满意的效果。
There is no difference in the types of English learning motivation between successful learners and unsuccessful leamers.
成功的学习者和不成功的学习者英语学习动机的类型没有差别。
The three scales named as Mathematics Anxiety scale Mathematics Self-efficacy scale Mathematics Learning Motivation scale.
这三个量表分别为：数学焦虑量表、数学自我效能感量表、数学学习动机量表。
Based on research, the thesis analyzes the problems and the factors influencing the learning motivation in senior teaching.
本文根据调查的情况，分析了高中英语教学中存在的问题，研究了影响学生学习动机的因素。
Language learning motivation not only includes choosing language learning, but also involves sustaining efforts and persistence.
二语学习动机不仅包括学习语言的愿望，还包括为此付出努力并坚持不懈。
English learning motivation is closely related to students' English learning attitudes, learning strategies and learning results.
学习动机与学生的学习态度、学习策略及学习成绩是紧密相关的。
Therefore it seems very essential to adopt some external inducement measures to help students to produce good learning motivation.
而采用一些外部的诱因措施来帮助学生生成良好的学习动机显得非常必要。
This paper presents a two-year longitudinal study on the changes in students 'english learning motivation and motivation intensity.
结合量和质的研究方法，本文分析了两年以来非英专学生的英语学习动机及动机强度变化的曲线。
The research instruments include a questionnaire investigating English -learning motivation, informal interview and formal interview.
研究工具包括学生动机调查问卷，平时的非正式访谈和期末的正式访谈。
Recently, researchers abroad have begun to study the relationship between language learning strategies and language learning motivation.
近年来，国外的一些学者开始研究学习动机和学习策略之间的关系。
Modern instructional design theory pays much attention to the students' cognitive process, but not the same to the system of the learning motivation.
现代教学设计理论重视学生的认知过程而轻视学习的动机系统。
Based on analyzing the relation of its basic structure and the effects of study, a series of strategies for developing learning motivation was proposed.
教育工作者应在分析学习动机的基本结构及其与学习效果关系的基础上，采用能激发学习动机的更积极的对策。
Based on the survey data collected from 232 elementary teachers, discussed here are elementary teachers' learning motivation and their ways of learning.
运用问卷调查对232名小学教师职后学习动机与学习途径进行探讨。
This paper discussed the factors that influenced the learning motivation and proposed how to cultivate, excite and maintain collaborate learning motivation.
该文阐述了影响协作学习动机的因素，并从这些因素出发探讨了如何培养、激发和维持协作学习动机。
The learning motivation is brought into play under cooperation of other coordinate factors of learning initiative, and does its work through some medium factors.
学习动机是影响学习效果的重要因素，但并非是唯一的因素，学习动机必须配合学习积极性的其它并列因素，并通过若干中介因素来发挥作用。
The main factors affecting their mental health were incidents in life, attitude towards their majors, way of life, learning motivation and average family income.
影响其心理健康的社会因素依次为生活事件、专业态度、大学生活度过方式、学习目的和家庭人均收入。
The reasons for this are that they have less learning resources, less learning time, lower level of self-regulated learning ability and obscure learning motivation.
出现这种局面的原因在于他们学习资源占有率低，拥有的学习时间极少，同时他们的自学能力低下，学习动机也不明确。
The questionnaire aims to explore the reasons for students' English learning, factors influencing their learning motivation, and attributions for success and failure.
问卷包括学习英语的原因，影响学习动机的因素和对成败的归因。
The questionnaire aims to explore the reasons for students' English learning, factors influencing their learning motivation, and attributions for success and failure.
问卷包括学习英语的原因，影响学习动机的因素和对成败的归因。
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