Comparer des méthodes

	Échelle de Résilience Académique	Questionnaire d'évaluation des méthodes de travail
Domaine	Psychologie de l'éducation	Psychologie de l'éducation
Famille	Process / pipeline	Process / pipeline
Année d'origine	2016	1964
Auteur d'origine	Cassidy, S.	Brown, W.F.; Holtzman, W.H.
Type	Self-report questionnaire	Self-report questionnaire
Source fondatrice	Cassidy, S. (2016). The Academic Resilience Scale (ARS-30): A new multidimensional scale for measuring student resilience as a dynamic process. Frontiers in Psychology, 7, 1781.	Brown, W. F., & Holtzman, W. H. (1964). Survey of Study Habits and Attitudes (SSHA). Psychological Corporation.
Alias	ARS-30	SSAQ, Study Habits and Attitudes Test
Apparentées	5	5
Résumé	The Academic Resilience Scale measures the capacity of students to withstand and recover from academic adversity, including setbacks, failures, and difficult transitions. Developed by Cassidy in 2016, the ARS-30 conceptualizes resilience as a dynamic, multidimensional process involving perseverance, adaptive help-seeking, and emotional regulation—not a fixed trait. This instrument is invaluable for identifying students at risk of academic disengagement, evaluating resilience-building interventions, and understanding how students adapt to challenge.	The Study Skills Assessment Questionnaire measures the habitual study practices, time management, concentration, and learning motivation of students. Originating from the foundational Survey of Study Habits and Attitudes (Brown & Holtzman, 1964) and refined in contemporary versions, the SSAQ identifies whether students employ evidence-based study techniques (spaced practice, self-testing, active recall) or ineffective strategies (cramming, passive rereading). This information is invaluable for academic support professionals designing skill-building interventions tailored to student needs.