Comparer des méthodes

	Échelle de motivation scolaire	Questionnaire sur les processus d'étude
Domaine	Psychologie de l'éducation	Psychologie de l'éducation
Famille	Process / pipeline	Process / pipeline
Année d'origine	1992	1987
Auteur d'origine	Robert J. Vallerand	John Biggs
Type	Self-report motivation inventory	Self-report learning process inventory
Source fondatrice	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.	Biggs, J. B. (1987). Study Process Questionnaire: A New Instrument for Assessing Ways of Learning. Educational Research and Perspectives, 14(1), 1-8.
Alias	AMS, Intrinsic Motivation Scale	SPQ, Learning Process Questionnaire, LPQ
Apparentées	4	4
Résumé	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 Study Process Questionnaire (SPQ) is a self-report instrument developed by John Biggs to identify the approaches and processes students use when learning. It assesses three dimensions: deep learning approach (seeking understanding and making connections), surface learning approach (memorizing and reproducing), and achieving/strategic approach (aiming for high grades). Understanding students' study processes helps educators identify learning challenges and tailor support.