Compara mètodes

	Escala de Motivació Acadèmica	Qüestionari del Procés d'Estudi
Camp	Psicologia de l'educació	Psicologia de l'educació
Família	Process / pipeline	Process / pipeline
Any d'origen	1992	1987
Autor original	Robert J. Vallerand	John Biggs
Tipus	Self-report motivation inventory	Self-report learning process inventory
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.	Biggs, J. B. (1987). Study Process Questionnaire: A New Instrument for Assessing Ways of Learning. Educational Research and Perspectives, 14(1), 1-8.
Àlies	AMS, Intrinsic Motivation Scale	SPQ, Learning Process Questionnaire, LPQ
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 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.