विधियों की तुलना करें
चुनी हुई विधियों की आमने-सामने समीक्षा करें; भिन्नता वाली पंक्तियाँ रेखांकित हैं।
| शैक्षणिक अभिप्रेरणा पैमाना (Academic Motivation Scale)× | शैक्षणिक आत्म-प्रभावकारिता पैमाना× | |
|---|---|---|
| क्षेत्र | शैक्षिक मनोविज्ञान | शैक्षिक मनोविज्ञान |
| परिवार | Process / pipeline | Process / pipeline |
| उद्भव वर्ष≠ | 1992 | 1977 |
| प्रवर्तक≠ | Robert J. Vallerand | Albert Bandura |
| प्रकार≠ | Self-report motivation inventory | Self-efficacy belief measurement |
| मौलिक स्रोत≠ | Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017. DOI ↗ | Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191-215. DOI ↗ |
| उपनाम | AMS, Intrinsic Motivation Scale | ASES, Self-Efficacy for Academic Performance |
| संबंधित | 4 | 4 |
| सारांश≠ | The Academic Motivation Scale (AMS) is a 28-item self-report instrument developed by Vallerand et al. (1992) to assess the quality of students' academic motivation. It distinguishes between intrinsic motivation (motivation for knowledge, accomplishment, and stimulation), extrinsic motivation (external regulation, introjected regulation, and identified regulation), and amotivation, grounded in self-determination theory. | The Academic Self-Efficacy Scale (ASES) measures students' beliefs about their capability to succeed in academic tasks. Grounded in Bandura's social cognitive theory, the instrument assesses perceived competence in diverse academic domains—understanding lectures, completing assignments, performing on exams, and engaging in scholarly work. High academic self-efficacy is a strong predictor of achievement, persistence, and resilience in the face of academic challenges. |
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