Comparer des méthodes

	Échelle d'apprentissage par les pairs	Échelle de Résilience Académique
Domaine	Psychologie de l'éducation	Psychologie de l'éducation
Famille	Process / pipeline	Process / pipeline
Année d'origine	2000s	2016
Auteur d'origine	Various; based on collaborative learning theory	Cassidy, S.
Type	Self-report questionnaire or observation	Self-report questionnaire
Source fondatrice	Topping, K. J. (2009). Peer assessment. Theory into Practice, 48(1), 20–27.	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.
Alias	PLS	ARS-30
Apparentées	5	5
Résumé	The Peer Learning Scale measures the extent and quality of collaborative learning experiences among students, capturing the frequency of peer interaction, perceived support from peers, quality of peer feedback, and learning gains from collaboration. Grounded in social-constructivist theory and decades of research on collaborative learning, the PLS assesses a critical dimension of the modern learning environment: peer interaction is not incidental but a core mechanism of learning through explanation, feedback, and distributed cognition.	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.