Сравнение на методи
Прегледайте избраните методи един до друг; редовете с разлики са откроени.
| Въпросник за учебния процес× | Скала за академична мотивация× | |
|---|---|---|
| Област | Педагогическа психология | Педагогическа психология |
| Семейство | Process / pipeline | Process / pipeline |
| Година на възникване≠ | 1987 | 1992 |
| Създател≠ | John Biggs | Robert J. Vallerand |
| Тип≠ | Self-report learning process inventory | Self-report motivation inventory |
| Основополагащ източник≠ | Biggs, J. B. (1987). Study Process Questionnaire: A New Instrument for Assessing Ways of Learning. Educational Research and Perspectives, 14(1), 1-8. link ↗ | Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017. DOI ↗ |
| Други названия≠ | SPQ, Learning Process Questionnaire, LPQ | AMS, Intrinsic Motivation Scale |
| Свързани | 4 | 4 |
| Резюме≠ | The Study Process Questionnaire (SPQ) is a self-report instrument developed by John Biggs to identify the approaches and processes students use when learning. It assesses three dimensions: deep learning approach (seeking understanding and making connections), surface learning approach (memorizing and reproducing), and achieving/strategic approach (aiming for high grades). Understanding students' study processes helps educators identify learning challenges and tailor support. | The Academic Motivation Scale (AMS) is a 28-item self-report instrument developed by Vallerand et al. (1992) to assess the quality of students' academic motivation. It distinguishes between intrinsic motivation (motivation for knowledge, accomplishment, and stimulation), extrinsic motivation (external regulation, introjected regulation, and identified regulation), and amotivation, grounded in self-determination theory. |
| ScholarGateНабор от данни ↗ |
|
|