Porovnat metody

	Škála prostředí ve třídě	Škála akademického vyhledávání pomoci
Obor	Pedagogická psychologie	Pedagogická psychologie
Rodina	Process / pipeline	Process / pipeline
Rok vzniku	1974	1990s-2000s
Tvůrce	Moos, R. H.; Trickett, E. J.	Karabenick, S.A.; colleagues
Typ	Student or teacher survey (True/False)	Self-report questionnaire
Původní zdroj	Moos, R. H., & Trickett, E. J. (1974). Classroom Environment Scale: A method for assessing the social climate of classrooms. Consulting Psychologists Press.	Karabenick, S. A., & Knapp, J. R. (2005). Help seeking in learning. In C. E. Spielberger (Ed.), Encyclopedia of applied psychology (Vol. 2, pp. 149–160). Academic Press.
Další názvy	CES	AHSS
Příbuzné	5	5
Shrnutí	The Classroom Environment Scale is a comprehensive instrument measuring the social, emotional, and organizational climate of educational settings. Developed by Moos and Trickett in 1974, the CES assesses students' or teachers' perceptions of classroom relationships, instructional climate, and classroom management. By providing a multidimensional profile of classroom environment, the CES enables educators to identify strengths and opportunities for improvement in classroom culture, directly informing interventions to enhance student engagement, achievement, and well-being.	The Academic Help-Seeking Scale measures students' inclination to seek academic help, their preferred sources of assistance (instructors, peers, tutors), and barriers that inhibit help-seeking (fear of judgment, embarrassment, preference for independence). Developed by Karabenick and colleagues in the 1990s, the AHSS recognizes that seeking help when confused or struggling is not a sign of weakness but a critical academic skill that separates successful from struggling students. By identifying whether students avoid help due to shame, lack of awareness, or other barriers, this scale enables targeted interventions promoting adaptive help-seeking.