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It suggests that if teachers want their students to endorse mastery goals (and be more engaged), they need to use more autonomy supportive practices and less controlling ones.Drawing upon career construction theory, we examined the mediating effect of deliberate practice (DP) on career adaptability (CA) and the effects of learning goal orientation (LGO) and supervisor incompetence accusations (SIA) as well as career development training (CDT) on DP. Using data collected from 204 Chinese PhD students in three waves over a period of 2 months, we found that in
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