档案
发表于 2025-3-26 23:12:00
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Urgency
发表于 2025-3-27 04:00:51
Reading Achievement and Motivation in Boys and GirlsField Studies and Me
antidepressant
发表于 2025-3-27 08:33:41
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–吃
发表于 2025-3-27 10:41:21
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synovitis
发表于 2025-3-27 14:28:24
Contextual Influences on Girls’ and Boys’ Motivation and Reading Achievement: Family, Schoolmates, as, girls tend to have more positive attitudes toward reading, enjoy it more, value it more, read more often and view themselves as competent in reading. Also, richer families buy more educational resources for boys than for girls, but girls engage in more family communication; both distinctions yiel
天气
发表于 2025-3-27 18:31:50
The Influence of Instructional Practices on Reading Motivation in Finlandnstructional practices play an important role in the development of reading skills and the various aspects of motivation, especially children’s interest in reading. Interest in reading has been reported to contribute to the reading activity and to the amount of reading which, in turn, promote studen
Meander
发表于 2025-3-27 23:51:10
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carotenoids
发表于 2025-3-28 05:48:46
Young Children’s Motivation to Engage in Social Aspects of Readingmotivation, gender and age/grade level differences. Students’ reading motivation was assessed using the Me and My Reading Profile (MMRP) with follow-up interviews conducted with 20% of the students (n = 13). Confirmatory factor analyses confirmed three factors associated with motivation to read: sel
肉身
发表于 2025-3-28 07:57:13
Reading Motivation and Achievement Among Chilean Boys and Girls in Grades 3, 4, and 5: An Exploratioevels seem to stagnate, and gender and socioeconomic gaps in reading achievement have not been narrowed despite the efforts to provide students with book access and research-based reading instruction. Similarly, studies have shown that Chileans, across age, gender, and socioeconomic groups, are not
SEVER
发表于 2025-3-28 11:33:49
A Mixed-Methods Study to Investigate Chinese Students’ Reading Motivation in Taiwanotivation to read. A total of 88 ninth-grade students (47 boys and 41 girls) voluntarily participated by completing the Chinese Motivation for Reading Questionnaire (CMRQ). Twelve of the 88 students (six girls and six boys) were randomly selected to participate in semi-structured interviews, and thr