Methoden vergelijken
Bekijk de geselecteerde methoden naast elkaar; rijen die verschillen zijn gemarkeerd.
| Schaal voor Academische Integriteit× | Academic Help-Seeking Scale× | |
|---|---|---|
| Vakgebied | Onderwijspsychologie | Onderwijspsychologie |
| Familie | Process / pipeline | Process / pipeline |
| Jaar van ontstaan≠ | 2000s | 1990s-2000s |
| Grondlegger≠ | Various authors; instrument varies by version | Karabenick, S.A.; colleagues |
| Type | Self-report questionnaire | Self-report questionnaire |
| Oorspronkelijke bron≠ | Cizek, G. J. (2003). Detecting and preventing classroom cheating: Practical strategies for teachers and professors. Corwin Press. link ↗ | Karabenick, S. A., & Knapp, J. R. (2005). Help seeking in learning. In C. E. Spielberger (Ed.), Encyclopedia of applied psychology (Vol. 2, pp. 149–160). Academic Press. link ↗ |
| Aliassen | AIS | AHSS |
| Verwant | 5 | 5 |
| Samenvatting≠ | The Academic Integrity Scale measures students' attitudes, values, and likelihood of engaging in academic dishonesty including cheating, plagiarism, and unauthorized collaboration. Multiple validated versions exist, each assessing different facets of academic integrity such as personal integrity commitment, perceived cheating prevalence, institutional support for honesty, and personal susceptibility to cheating. This instrument is essential for understanding integrity culture in educational settings and evaluating interventions promoting academic honesty. | The Academic Help-Seeking Scale measures students' inclination to seek academic help, their preferred sources of assistance (instructors, peers, tutors), and barriers that inhibit help-seeking (fear of judgment, embarrassment, preference for independence). Developed by Karabenick and colleagues in the 1990s, the AHSS recognizes that seeking help when confused or struggling is not a sign of weakness but a critical academic skill that separates successful from struggling students. By identifying whether students avoid help due to shame, lack of awareness, or other barriers, this scale enables targeted interventions promoting adaptive help-seeking. |
| ScholarGateGegevensset ↗ |
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