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| Classroom Environment Scale× | Academic Burnout Scale× | |
|---|---|---|
| Campo | Psicologia dell'educazione | Psicologia dell'educazione |
| Famiglia | Process / pipeline | Process / pipeline |
| Anno di origine≠ | 1974 | 2002 |
| Ideatore≠ | Moos, R. H.; Trickett, E. J. | Schaufeli, Martínez-Martínez, Marqués Pinto, Salanova |
| Tipo≠ | Student or teacher survey (True/False) | Self-report questionnaire |
| Fonte seminale≠ | Moos, R. H., & Trickett, E. J. (1974). Classroom Environment Scale: A method for assessing the social climate of classrooms. Consulting Psychologists Press. link ↗ | Schaufeli, W. B., Martinez, I. M., Marqués Pinto, A., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481. DOI ↗ |
| Alias | CES | ABS |
| Correlati | 5 | 5 |
| Sintesi≠ | The Classroom Environment Scale is a comprehensive instrument measuring the social, emotional, and organizational climate of educational settings. Developed by Moos and Trickett in 1974, the CES assesses students' or teachers' perceptions of classroom relationships, instructional climate, and classroom management. By providing a multidimensional profile of classroom environment, the CES enables educators to identify strengths and opportunities for improvement in classroom culture, directly informing interventions to enhance student engagement, achievement, and well-being. | The Academic Burnout Scale measures three dimensions of student burnout: emotional exhaustion, cynicism toward studies, and reduced academic efficacy. Developed by Schaufeli and colleagues in 2002, it adapts the Maslach Burnout Inventory framework to the academic context, providing researchers and educators with a validated tool to assess psychological distress in higher education settings. |
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