[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"$ftBdbfplYDUCWpdDis4ytWzh6fDyOZtixveouGghPnpU":3},{"answer":4,"createTime":5,"id":6,"options":7,"origin":12,"question":19,"related":20,"source":30,"type":31},[],"2025-06-05 13:38:14",194547294,[8,9,10,11],"间接的近景性动机","直接的近景性动机","间接的远景性动机","直接的远景性动机",{"count":13,"courseId":14,"courseImg":15,"courseName":16,"workId":17,"workName":18},5,"1d20d7b7889a15eb580877984fee0628","https:\u002F\u002Ftihai-oss-cloud.itihey.com\u002Fimg\u002Fccc1b2242cf86d1f2ebd130ea0af15db.jpg","教育心理学","work_43896198","同步测试:学习动机概述","3."为中华之崛起而读书",是一种()",[21,32,41,44,54],{"answer":22,"createTime":5,"id":23,"options":24,"question":29,"source":30,"type":31},[],194547292,[25,26,27,28],"动机越强,学习效果越好","任务越难,最佳动机水平越高","过强的动机和过弱的动机一样不利于学习","没有动机,学习便不能发生","1.下列说法正确的是( )","v1",0,{"answer":33,"createTime":5,"id":34,"options":35,"question":40,"source":30,"type":31},[],194547293,[36,37,38,39],"对于难度中等的任务,较低的动机水平更能带来较好的学习效果","对于难度中等的任务,较高的动机水平更能带来较好的学习效果","对于难度偏低的任务,较低的动机水平更能带来较好的学习效果","对于难度偏高的任务,较低的动机水平更能带来较好的学习效果","2.根据耶基斯-多德森法则,下列关于学习动机、学习任务难度与学习效果之间的关系,正确的是()",{"answer":42,"createTime":5,"id":6,"options":43,"question":19,"source":30,"type":31},[],[8,9,10,11],{"answer":45,"createTime":5,"id":46,"options":47,"question":52,"source":30,"type":53},[],194547295,[48,49,50,51],"激活与启动学习活动","调整学习活动","指向学习活动","维持学习活动","4.学习动机的作用包括()",1,{"answer":55,"createTime":56,"id":57,"options":58,"question":61,"source":30,"type":62},[],"2025-06-05 13:39:23",194548230,[59,60],"正确","错误","5.外部学习动机与内部学习动机不可以互相转化的",3]