Salīdzināt metodes
Apskatiet izvēlētās metodes blakus; rindas, kas atšķiras, ir izceltas.
| Mēroga akadēmiskā pašefektivitāte× | Studentu iesaistes skala× | |
|---|---|---|
| Nozare | Pedagoģiskā psiholoģija | Pedagoģiskā psiholoģija |
| Saime | Process / pipeline | Process / pipeline |
| Izcelsmes gads≠ | 1977 | 2004 |
| Autors≠ | Albert Bandura | Jennifer Fredricks, Phyllis Blumenfeld, Alison Paris |
| Tips≠ | Self-efficacy belief measurement | Multidimensional engagement assessment |
| Pirmavots≠ | Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191-215. DOI ↗ | 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 ↗ |
| Citi nosaukumi | ASES, Self-Efficacy for Academic Performance | SES, Academic Engagement Measure |
| Saistītās | 4 | 4 |
| Kopsavilkums≠ | 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. | 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. |
| ScholarGateDatu kopa ↗ |
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