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	Peer Learning Scale	Questionario di Valutazione delle Abilità di Studio
Campo	Psicologia dell'educazione	Psicologia dell'educazione
Famiglia	Process / pipeline	Process / pipeline
Anno di origine	2000s	1964
Ideatore	Various; based on collaborative learning theory	Brown, W.F.; Holtzman, W.H.
Tipo	Self-report questionnaire or observation	Self-report questionnaire
Fonte seminale	Topping, K. J. (2009). Peer assessment. Theory into Practice, 48(1), 20–27.	Brown, W. F., & Holtzman, W. H. (1964). Survey of Study Habits and Attitudes (SSHA). Psychological Corporation.
Alias	PLS	SSAQ, Study Habits and Attitudes Test
Correlati	5	5
Sintesi	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 Study Skills Assessment Questionnaire measures the habitual study practices, time management, concentration, and learning motivation of students. Originating from the foundational Survey of Study Habits and Attitudes (Brown & Holtzman, 1964) and refined in contemporary versions, the SSAQ identifies whether students employ evidence-based study techniques (spaced practice, self-testing, active recall) or ineffective strategies (cramming, passive rereading). This information is invaluable for academic support professionals designing skill-building interventions tailored to student needs.