Why do I study? The moderating effect of attachment style on academic motivation.

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Why do I study? The moderating effect of attachment style on academic motivation.

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2010 nî lūn-bûn

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2010年の論文

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2010年学术文章

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2010年学术文章

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2010年学术文章

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2010年学术文章

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2010年学术文章

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2010年学术文章

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2010年學術文章

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2010年學術文章

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Why do I study? The moderating effect of attachment style on academic motivation.

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Why do I study? The moderating effect of attachment style on academic motivation.

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Why do I study? The moderating effect of attachment style on academic motivation.

@en

Why do I study? The moderating effect of attachment style on academic motivation.

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Why do I study? The moderating effect of attachment style on academic motivation.

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Why do I study? The moderating effect of attachment style on academic motivation.

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P1476

Why do I study? The moderating effect of attachment style on academic motivation.

@en

P2093

Jonathan S Gore

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Mary Jill Rogers

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P2860

Attachment styles among young adults: A test of a four-category model.

Goal striving, need satisfaction, and longitudinal well-being: The self-concordance model.

Self-concordance, goal attainment, and the pursuit of happiness: can there be an upward spiral?

What is satisfying about satisfying events? Testing 10 candidate psychological needs.

Differentiating autonomy from individualism and independence: a self-determination theory perspective on internalization of cultural orientations and well-being.

Pursuing goals for us: relationally autonomous reasons in long-term goal pursuit.

The independent effects of goal contents and motives on well-being: it's both what you pursue and why you pursue it.

Romantic love conceptualized as an attachment process

Stability and change in adult attachment style over the first-year college transition: Relations to self-confidence, coping, and distress patterns

P304

560-578

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P31

scholarly article

P356

10.1080/00224540903365448

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P433

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P478

150

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P577

2010-09-01T00:00:00Z

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P698

21058580

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