Compara mètodes

	Escala de Motivació Acadèmica	Escala de Compromís Estudiantil
Camp	Psicologia de l'educació	Psicologia de l'educació
Família	Process / pipeline	Process / pipeline
Any d'origen	1992	2004
Autor original	Robert J. Vallerand	Jennifer Fredricks, Phyllis Blumenfeld, Alison Paris
Tipus	Self-report motivation inventory	Multidimensional engagement assessment
Font seminal	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.	Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Àlies	AMS, Intrinsic Motivation Scale	SES, Academic Engagement Measure
Relacionats	4	4
Resum	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.	The Student Engagement Scale (SES) measures the extent to which students are actively involved in academic and social aspects of school or university life. Grounded in Fredricks et al.'s multidimensional framework, the instrument assesses behavioral engagement (participation, attendance, effort), emotional engagement (interest, belonging, enthusiasm), and cognitive engagement (mental effort, deep thinking, persistence). High engagement is consistently associated with better learning outcomes and well-being.