本书以受东方文化影响的中国学生为对象，归纳了中国学生在小学、中学和大学这三个不同年龄阶段延迟满足能力的现状，并通过分析学生的延迟满足能力、学习动机、自我制约学习方略的使用等之间的关系，以及明确延迟满足能力高低不同的学生在完成一个长远的学习目标的过程中所呈现出的异同点来强调延迟满足在当前中国教育领域的重要作用，并就如何提高学生的学业延迟满足能力提出相关的意见和建议，仅供教育者、教育心理学研究者以及学生
家长参考和借鉴。
全部显示 ∨
全部显示 ∨
1 Introduction 101.1 Research background 10
1.2 The origin of ADOG—DOG 12
1.3 The previous research about ADOG 16
1.4 The construction of the present research 24
2 ADOG of Chinese Children 262.1 The ADOG scale for children and the correlation between ADOG and MSLQ 26
2.2 The differences between different ADOG learners 61
3 ADOG of Chinese Middle School Students 1123.1 The ADOG scale for middle school students and the correlation between ADOG and MSLQ 112
3.2 The differences between different ADOG learners 113
4 ADOG of Chinese College Students 1174.1 The ADOG scale for college students and the correlation between ADOG and MSLQ 117
4.2 The differences between different ADOG learners 125
5 General Discussion 1305.1 The summary of the present research 130
5.2 The limitation of the present study and the implication for the future research 134
收藏
