Methoden vergleichen

	Academic Burnout Scale	Academic Help-Seeking Scale
Fachgebiet	Pädagogische Psychologie	Pädagogische Psychologie
Familie	Process / pipeline	Process / pipeline
Entstehungsjahr	2002	1990s-2000s
Urheber	Schaufeli, Martínez-Martínez, Marqués Pinto, Salanova	Karabenick, S.A.; colleagues
Typ	Self-report questionnaire	Self-report questionnaire
Wegweisende Quelle	Schaufeli, W. B., Martinez, I. M., Marqués Pinto, A., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481.	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.
Aliasnamen	ABS	AHSS
Verwandt	5	5
Zusammenfassung	The Academic Burnout Scale measures three dimensions of student burnout: emotional exhaustion, cynicism toward studies, and reduced academic efficacy. Developed by Schaufeli and colleagues in 2002, it adapts the Maslach Burnout Inventory framework to the academic context, providing researchers and educators with a validated tool to assess psychological distress in higher education settings.	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.