Salīdzināt metodes
Apskatiet izvēlētās metodes blakus; rindas, kas atšķiras, ir izceltas.
| Kolba mācīšanās stilu inventārs× | Mēroga akadēmiskā pašefektivitāte× | |
|---|---|---|
| Nozare | Pedagoģiskā psiholoģija | Pedagoģiskā psiholoģija |
| Saime | Process / pipeline | Process / pipeline |
| Izcelsmes gads≠ | 1984 | 1977 |
| Autors≠ | David A. Kolb | Albert Bandura |
| Tips≠ | Self-assessment learning style inventory | Self-efficacy belief measurement |
| Pirmavots≠ | Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall. link ↗ | Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191-215. DOI ↗ |
| Citi nosaukumi | LSI, Experiential Learning Style Inventory | ASES, Self-Efficacy for Academic Performance |
| Saistītās | 4 | 4 |
| Kopsavilkums≠ | The Kolb Learning Style Inventory (LSI) is a self-report assessment based on experiential learning theory that identifies how individuals prefer to learn. Developed by David Kolb in 1984, it classifies learners into four styles—Diverging, Assimilating, Converging, and Accommodating—based on two dimensions: how information is perceived and how it is processed. | 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. |
| ScholarGateDatu kopa ↗ |
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