مقایسهٔ روشها
روشهای انتخابی خود را کنار هم مرور کنید؛ ردیفهای متفاوت برجسته شدهاند.
| مقیاس درگیری تحصیلی دانشآموز× | مقیاس انگیزش تحصیلی× | |
|---|---|---|
| حوزه | روانشناسی تربیتی | روانشناسی تربیتی |
| خانواده | Process / pipeline | Process / pipeline |
| سال پیدایش≠ | 2004 | 1992 |
| پدیدآور≠ | Jennifer Fredricks, Phyllis Blumenfeld, Alison Paris | Robert J. Vallerand |
| نوع≠ | Multidimensional engagement assessment | Self-report motivation inventory |
| منبع بنیادین≠ | 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 ↗ | 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. DOI ↗ |
| نامهای دیگر | SES, Academic Engagement Measure | AMS, Intrinsic Motivation Scale |
| مرتبط | 4 | 4 |
| خلاصه≠ | 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. | 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. |
| ScholarGateمجموعهداده ↗ |
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