Comparer des méthodes

	Questionnaire d'évaluation des méthodes de travail	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	1964	1984
Auteur d'origine	Brown, W.F.; Holtzman, W.H.	Solomon, Rothblum
Type	Self-report questionnaire	Self-report questionnaire
Source fondatrice	Brown, W. F., & Holtzman, W. H. (1964). Survey of Study Habits and Attitudes (SSHA). Psychological Corporation.	Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509.
Alias	SSAQ, Study Habits and Attitudes Test	PASS
Apparentées	5	5
Résumé	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.	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.