自我提高内驱力

奥苏贝尔对其提出了与众不同的看法，他认为成就动机是由认知内驱力、自我提高内驱力和附属内驱力三个方面组成。

Ausube puts forward his special point about it and he thinks achievement motivation consists on cognitive drive , ego-enhancement need and affiliative drive .

动机纬度水平随着得分递减顺序为自我提高内驱力纬度、认知内驱力纬度、附属内驱力纬度、受迫动机纬度。

With the scores level of motivation latitude descending order for self-enhancement drive latitude , latitude cognitive drive , subsidiary drive latitude , latitude forced motivation .

同时，教师可多角度开发课程资源，激励自我提高内驱力，来带动学生学习语文的兴趣；

At the same time , teacher may develop course resources in all sides to stimulate successful motive and strengthen students ' learning interest with Chinese .

学生的成就动机主要有认知的内驱力，自我提高的内驱力，附属的内驱力三种类型。

Students ' achievement motive includes internal stress of cognition , self improvement and subsidiary .

作者以72名英语专业本科生为对象，从认知内驱力、自我提高的内驱力和附属内驱力三方面对学生的学习动机进行了探讨。

This correlation study of motivation and EFL teaching is carried out among 72 English major students .

医学院学生做化学实验有明确动机，而且做实验的动机大多集中在对化学实验的认知内驱力和自我提高的内驱力上。

The students of medical colleges have clear motive when they perform chemistry experiments , and the motive mainly focuses on cognition drive and self-improvement .

调查结果显示，自我提高的内驱力是网络学习者最主要的学习动机，因此要激发学习动机应主要从这一点来设计课程。

According to survey results , " self-enhance inner driver " is the main learning motivation for online college students , that is why should we take these into count in order to inspire student 's interesting when designing curriculum .