Salīdzināt metodes
Apskatiet izvēlētās metodes blakus; rindas, kas atšķiras, ir izceltas.
| Motīvūdēsnespējū skalas (AMS)× | Anketas par studiju procesu× | |
|---|---|---|
| Nozare | Pedagoģiskā psiholoģija | Pedagoģiskā psiholoģija |
| Saime | Process / pipeline | Process / pipeline |
| Izcelsmes gads≠ | 1992 | 1987 |
| Autors≠ | Robert J. Vallerand | John Biggs |
| Tips≠ | Self-report motivation inventory | Self-report learning process inventory |
| Pirmavots≠ | 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 ↗ | Biggs, J. B. (1987). Study Process Questionnaire: A New Instrument for Assessing Ways of Learning. Educational Research and Perspectives, 14(1), 1-8. link ↗ |
| Citi nosaukumi≠ | AMS, Intrinsic Motivation Scale | SPQ, Learning Process Questionnaire, LPQ |
| Saistītās | 4 | 4 |
| Kopsavilkums≠ | 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 Study Process Questionnaire (SPQ) is a self-report instrument developed by John Biggs to identify the approaches and processes students use when learning. It assesses three dimensions: deep learning approach (seeking understanding and making connections), surface learning approach (memorizing and reproducing), and achieving/strategic approach (aiming for high grades). Understanding students' study processes helps educators identify learning challenges and tailor support. |
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