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學生知覺教師期望、能力信念、實用價值與內在價值對臺灣八年級學生數理成就之影響：以TIMSS 2011多層次結構方程式模型為例 = Effects of perception of teachers’ expectations, ability beliefs, utility value, and intrinsic value on math and science achievement for eighth-grade students in Taiwan: A multilevel structural equation model using TIMSS 2011 /
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