방법 비교
선택한 방법을 나란히 검토하세요. 서로 다른 행은 강조 표시됩니다.
| 학생 참여 척도× | 학업 동기 척도× | |
|---|---|---|
| 분야 | 교육심리학 | 교육심리학 |
| 계열 | Process / pipeline | Process / pipeline |
| 기원 연도≠ | 2004 | 1992 |
| 창시자≠ | Jennifer Fredricks, Phyllis Blumenfeld, Alison Paris | Robert J. Vallerand |
| 유형≠ | Multidimensional engagement assessment | Self-report motivation inventory |
| 원전≠ | Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. DOI ↗ | 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 ↗ |
| 별칭 | SES, Academic Engagement Measure | AMS, Intrinsic Motivation Scale |
| 관련 | 4 | 4 |
| 요약≠ | The Student Engagement Scale (SES) measures the extent to which students are actively involved in academic and social aspects of school or university life. Grounded in Fredricks et al.'s multidimensional framework, the instrument assesses behavioral engagement (participation, attendance, effort), emotional engagement (interest, belonging, enthusiasm), and cognitive engagement (mental effort, deep thinking, persistence). High engagement is consistently associated with better learning outcomes and well-being. | 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. |
| ScholarGate데이터셋 ↗ |
|
|