השוואת שיטות
סקרו את השיטות שבחרתם זו לצד זו; שורות שבהן יש הבדל מודגשות.
| סולם היושרה האקדמית× | סולם הערכת דחיינות עבור סטודנטים× | |
|---|---|---|
| תחום | פסיכולוגיה חינוכית | פסיכולוגיה חינוכית |
| משפחה | Process / pipeline | Process / pipeline |
| שנת המקור≠ | 2000s | 1984 |
| הוגה השיטה≠ | Various authors; instrument varies by version | Solomon, Rothblum |
| סוג | Self-report questionnaire | Self-report questionnaire |
| מקור מכונן≠ | Cizek, G. J. (2003). Detecting and preventing classroom cheating: Practical strategies for teachers and professors. Corwin Press. link ↗ | Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509. DOI ↗ |
| כינויים | AIS | PASS |
| קשורות | 5 | 5 |
| תקציר≠ | The Academic Integrity Scale measures students' attitudes, values, and likelihood of engaging in academic dishonesty including cheating, plagiarism, and unauthorized collaboration. Multiple validated versions exist, each assessing different facets of academic integrity such as personal integrity commitment, perceived cheating prevalence, institutional support for honesty, and personal susceptibility to cheating. This instrument is essential for understanding integrity culture in educational settings and evaluating interventions promoting academic honesty. | 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. |
| ScholarGateמערך נתונים ↗ |
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