Salīdzināt metodes
Apskatiet izvēlētās metodes blakus; rindas, kas atšķiras, ir izceltas.
| Skolas piederības sajūtas skala× | Motīvūdēsnespējū skalas (AMS)× | |
|---|---|---|
| Nozare | Pedagoģiskā psiholoģija | Pedagoģiskā psiholoģija |
| Saime | Process / pipeline | Process / pipeline |
| Izcelsmes gads≠ | 1993 | 1992 |
| Autors≠ | Carol Goodenow | Robert J. Vallerand |
| Tips≠ | School belonging perception scale | Self-report motivation inventory |
| Pirmavots≠ | Goodenow, C. (1993). Classroom belonging among early adolescent students: relationships to motivation and achievement. Journal of Early Adolescence, 13(1), 21-43. 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 ↗ |
| Citi nosaukumi | SOBS, School Belonging Measure | AMS, Intrinsic Motivation Scale |
| Saistītās | 4 | 4 |
| Kopsavilkums≠ | The Sense of Belonging Scale (SOBS) measures students' perceptions of their connectedness and acceptance within the school community. Developed by Goodenow (1993), it assesses whether students feel valued, included, and connected to peers and teachers. Sense of belonging is a critical psychological need and a powerful predictor of academic motivation, engagement, mental health, and persistence, particularly for students from underrepresented groups. | 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. |
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