Comparer des méthodes

	Échelle de recherche d'aide académique	Échelle d'évaluation de la procrastination chez les étudiants
Domaine	Psychologie de l'éducation	Psychologie de l'éducation
Famille	Process / pipeline	Process / pipeline
Année d'origine	1990s-2000s	1984
Auteur d'origine	Karabenick, S.A.; colleagues	Solomon, Rothblum
Type	Self-report questionnaire	Self-report questionnaire
Source fondatrice	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.	Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509.
Alias	AHSS	PASS
Apparentées	5	5
Résumé	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.	The Procrastination Assessment Scale for Students is a comprehensive instrument measuring the frequency of academic procrastination across multiple task types and identifying the underlying reasons for delay. Developed by Solomon and Rothblum in 1984, the PASS provides educators and researchers with actionable data about which academic tasks students avoid and why—information critical for designing targeted interventions to improve academic performance and reduce associated stress.