Comparer des méthodes

	Test d'appréhension à l'écriture	Échelle de recherche d'aide académique
Domaine	Psychologie de l'éducation	Psychologie de l'éducation
Famille	Process / pipeline	Process / pipeline
Année d'origine	1975	1990s-2000s
Auteur d'origine	Daly, J.A.; Miller, M.D.	Karabenick, S.A.; colleagues
Type	Self-report questionnaire	Self-report questionnaire
Source fondatrice	Daly, J. A., & Miller, M. D. (1975). The empirical development of an instrument to measure writing apprehension. Research in the Teaching of English, 9(3), 242–249.	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.
Alias	WAT	AHSS
Apparentées	5	5
Résumé	The Writing Apprehension Test measures the degree of anxiety and negative affect experienced in writing situations. Developed by Daly and Miller in 1975, the WAT identifies students with writing anxiety—a prevalent barrier to academic success, particularly in college coursework where writing is extensive. Writing apprehension leads to avoidance of writing tasks, procrastination, and reduced writing quality independent of actual writing ability. Early identification and targeted support can significantly improve both writing confidence and academic outcomes.	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.