Porovnat metody
Prohlédněte si vybrané metody vedle sebe; řádky, které se liší, jsou zvýrazněny.
| Kolbův inventář stylů učení× | Škála zapojení studentů× | |
|---|---|---|
| Obor | Pedagogická psychologie | Pedagogická psychologie |
| Rodina | Process / pipeline | Process / pipeline |
| Rok vzniku≠ | 1984 | 2004 |
| Tvůrce≠ | David A. Kolb | Jennifer Fredricks, Phyllis Blumenfeld, Alison Paris |
| Typ≠ | Self-assessment learning style inventory | Multidimensional engagement assessment |
| Původní zdroj≠ | Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall. link ↗ | 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. DOI ↗ |
| Další názvy | LSI, Experiential Learning Style Inventory | SES, Academic Engagement Measure |
| Příbuzné | 4 | 4 |
| Shrnutí≠ | The Kolb Learning Style Inventory (LSI) is a self-report assessment based on experiential learning theory that identifies how individuals prefer to learn. Developed by David Kolb in 1984, it classifies learners into four styles—Diverging, Assimilating, Converging, and Accommodating—based on two dimensions: how information is perceived and how it is processed. | 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. |
| ScholarGateDatová sada ↗ |
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