Σύγκριση μεθόδων

	Κλίμακα Ακαδημαϊκού Κινήτρου	Κλίμακα Δέσμευσης Μαθητών/Φοιτητών
Πεδίο	Εκπαιδευτική Ψυχολογία	Εκπαιδευτική Ψυχολογία
Οικογένεια	Process / pipeline	Process / pipeline
Έτος προέλευσης	1992	2004
Δημιουργός	Robert J. Vallerand	Jennifer Fredricks, Phyllis Blumenfeld, Alison Paris
Τύπος	Self-report motivation inventory	Multidimensional engagement assessment
Θεμελιώδης πηγή	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.
Εναλλακτικές ονομασίες	AMS, Intrinsic Motivation Scale	SES, Academic Engagement Measure
Συναφείς	4	4
Σύνοψη	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.