השוואת שיטות

	סולם למידת עמיתים	סולם חיפוש עזרה אקדמית
תחום	פסיכולוגיה חינוכית	פסיכולוגיה חינוכית
משפחה	Process / pipeline	Process / pipeline
שנת המקור	2000s	1990s-2000s
הוגה השיטה	Various; based on collaborative learning theory	Karabenick, S.A.; colleagues
סוג	Self-report questionnaire or observation	Self-report questionnaire
מקור מכונן	Topping, K. J. (2009). Peer assessment. Theory into Practice, 48(1), 20–27.	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.
כינויים	PLS	AHSS
קשורות	5	5
תקציר	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 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.