英语翻译Abstract.The present study considers the relationship between college mothers’ academic achievement goals (both learning and performance) and the mothers’ attitudes toward their children’s schoolwork as well as the relationship betw

英语翻译Abstract.The present study considers the relationship between college mothers’ academic achievement goals (both learning and performance) and the mothers’ attitudes toward their children’s schoolwork as well as the relationship betw
英语翻译
Abstract.The present study considers the relationship between college mothers’ academic achievement goals (both learning and performance) and the mothers’ attitudes toward their children’s schoolwork as well as the relationship between each of these sets of characteristics in mothers and their elementary-school-age children’s attitudes about learning.Results indicate that a mother’s adoption of learning goals in her college education is positively related to the endorsement of a process/indirect focus with respect to assisting and evaluating her child on academic tasks and is associated with more personal satisfaction with providing homework assistance and greater optimism concerning the benefits of such assistance.Results also suggest that college mothers with more of a learning goal orientation and/or more of a process/indirect focus have children who display a similar concern with learning and a positive attitude about homework.Mothers who adopted more of a person/product focus with respect to their child’s schoolwork had children who were less likely to interpret homework and other school tasks as opportunities to learn.

英语翻译Abstract.The present study considers the relationship between college mothers’ academic achievement goals (both learning and performance) and the mothers’ attitudes toward their children’s schoolwork as well as the relationship betw
Abstract.摘要
The present study considers the relationship between college mothers’ academic achievement goals (both learning and performance) and the mothers’ attitudes toward their children’s schoolwork as well as the relationship between each of these sets of characteristics in mothers and their elementary-school-age children’s attitudes about learning.
当今课题研究探讨了大学在校母亲的学术成就目标（包括学习和表现）和母亲对于孩子课业的态度这两者的关系,以及母亲的这些特征与小学年龄段的孩子的学习态度之间的联系.
Results indicate that a mother’s adoption of learning goals in her college education is positively related to the endorsement of a process/indirect focus with respect to assisting and evaluating her child on academic tasks and is associated with more personal satisfaction with providing homework assistance and greater optimism concerning the benefits of such assistance.
结果表明,母亲在她的大学教育中设定的学习目标与为了帮助或评估孩子的学业而进行的全程支持或间接关注有积极的联系,并与因提供孩子作业帮助而产生的个人满足感和因这种有益帮助产生的极大乐观心态有一定联系.
Results also suggest that college mothers with more of a learning goal orientation and/or more of a process/indirect focus have children who display a similar concern with learning and a positive attitude about homework.
结果也显示,对于拥有多个学习目标、多个过程或多个间接侧重点的大学在校母亲,她们的孩子也会表现出相类似的对学习的认识和完成作业的积极态度.
Mothers who adopted more of a person/product focus with respect to their child’s schoolwork had children who were less likely to interpret homework and other school tasks as opportunities to learn.
从孩子功课来讲,对于关注多个人或事物的母亲而言,她们的孩子也会不想将功课和其他的学业任务当做学习的机会.