Salīdzināt metodes
Apskatiet izvēlētās metodes blakus; rindas, kas atšķiras, ir izceltas.
| Skolas klimata skala× | Studentu iesaistes skala× | |
|---|---|---|
| Nozare | Pedagoģiskā psiholoģija | Pedagoģiskā psiholoģija |
| Saime | Process / pipeline | Process / pipeline |
| Izcelsmes gads≠ | 1982 | 2004 |
| Autors≠ | Charles S. Anderson, Wayne Hoy | Jennifer Fredricks, Phyllis Blumenfeld, Alison Paris |
| Tips≠ | School climate assessment instrument | Multidimensional engagement assessment |
| Pirmavots≠ | Anderson, C. S. (1982). The search for school climate: a review of the research. Review of Educational Research, 52(3), 368-420. 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 | SCS, School Environment Measurement | SES, Academic Engagement Measure |
| Saistītās | 4 | 4 |
| Kopsavilkums≠ | The School Climate Scale (SCS) is an institutional assessment tool that measures the overall social and emotional environment of a school. Grounded in organizational climate research, instruments such as Hoy and Tarter's Organizational Climate Description Questionnaire (OCDQ) evaluate dimensions including principal leadership, teacher collaboration, student relationships, and school safety, providing schools with data on the intangible but crucial aspects of school life that affect student outcomes and well-being. | 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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