Abstract
The influence of achievement goal orientation and self-efficacy on allocation of study time are explored in this study. 96 senior high School students are investigated through RJR paradigm and materials (meaningful and meaningless associated Chinese word-pairs). The result shows that: (1) Achievement goal orientation has prominent influence on allocation of study time. (2) Self-efficacy has prominent influence on allocation of study time. (3) Achievement goal orientation and self-efficacy have different interactions on allocation of study time. (4) There are interactions between achievement goal orientation and self-efficacy.
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