قارن الطرق
راجع الطرق التي اخترتها جنبًا إلى جنب؛ الصفوف المختلفة مميَّزة.
| مقياس تقييم التسويف لدى الطلاب× | مقياس الإرهاق الأكاديمي× | |
|---|---|---|
| المجال | علم النفس التربوي | علم النفس التربوي |
| العائلة | Process / pipeline | Process / pipeline |
| سنة النشأة≠ | 1984 | 2002 |
| صاحب الطريقة≠ | Solomon, Rothblum | Schaufeli, Martínez-Martínez, Marqués Pinto, Salanova |
| النوع | Self-report questionnaire | Self-report questionnaire |
| المصدر التأسيسي≠ | Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509. DOI ↗ | Schaufeli, W. B., Martinez, I. M., Marqués Pinto, A., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481. DOI ↗ |
| الأسماء البديلة | PASS | ABS |
| ذات صلة | 5 | 5 |
| الملخص≠ | The Procrastination Assessment Scale for Students is a comprehensive instrument measuring the frequency of academic procrastination across multiple task types and identifying the underlying reasons for delay. Developed by Solomon and Rothblum in 1984, the PASS provides educators and researchers with actionable data about which academic tasks students avoid and why—information critical for designing targeted interventions to improve academic performance and reduce associated stress. | The Academic Burnout Scale measures three dimensions of student burnout: emotional exhaustion, cynicism toward studies, and reduced academic efficacy. Developed by Schaufeli and colleagues in 2002, it adapts the Maslach Burnout Inventory framework to the academic context, providing researchers and educators with a validated tool to assess psychological distress in higher education settings. |
| ScholarGateمجموعة البيانات ↗ |
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