Σύγκριση μεθόδων
Εξετάστε τις επιλεγμένες μεθόδους δίπλα-δίπλα· οι γραμμές που διαφέρουν επισημαίνονται.
| Κλίμακα Αξιολόγησης Άγχους στα Μαθηματικά× | Κλίμακα Ακαδημαϊκής Αυτο-αποτελεσματικότητας× | |
|---|---|---|
| Πεδίο | Εκπαιδευτική Ψυχολογία | Εκπαιδευτική Ψυχολογία |
| Οικογένεια | Process / pipeline | Process / pipeline |
| Έτος προέλευσης≠ | 1972 | 1977 |
| Δημιουργός≠ | Frank Richardson, Richard Suinn | Albert Bandura |
| Τύπος≠ | Domain-specific anxiety assessment | Self-efficacy belief measurement |
| Θεμελιώδης πηγή≠ | Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551-554. DOI ↗ | Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191-215. DOI ↗ |
| Εναλλακτικές ονομασίες | MARS, Math Anxiety Measure | ASES, Self-Efficacy for Academic Performance |
| Συναφείς | 4 | 4 |
| Σύνοψη≠ | The Mathematics Anxiety Rating Scale (MARS) is a self-report instrument measuring the degree of anxiety students experience in mathematical situations. Developed by Richardson and Suinn (1972) and revised by Plake and Parker (1995), it assesses emotional and physiological responses to math learning and performance. Mathematics anxiety—fear or dread anticipating math tasks—significantly undermines achievement, particularly in STEM fields, and is a target for intervention in educational and clinical settings. | The Academic Self-Efficacy Scale (ASES) measures students' beliefs about their capability to succeed in academic tasks. Grounded in Bandura's social cognitive theory, the instrument assesses perceived competence in diverse academic domains—understanding lectures, completing assignments, performing on exams, and engaging in scholarly work. High academic self-efficacy is a strong predictor of achievement, persistence, and resilience in the face of academic challenges. |
| ScholarGateΣύνολο δεδομένων ↗ |
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