Sammenlign metoder
Gjennomgå de valgte metodene side om side; rader som avviker, er uthevet.
| Akademisk selv-effekt-skala× | Spørreskjema om studietilnærminger× | |
|---|---|---|
| Fagfelt | Pedagogisk psykologi | Pedagogisk psykologi |
| Familie | Process / pipeline | Process / pipeline |
| Opprinnelsesår≠ | 1977 | 1987 |
| Opphavsperson≠ | Albert Bandura | John Biggs |
| Type≠ | Self-efficacy belief measurement | Self-report learning process inventory |
| Opprinnelig kilde≠ | Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191-215. DOI ↗ | Biggs, J. B. (1987). Study Process Questionnaire: A New Instrument for Assessing Ways of Learning. Educational Research and Perspectives, 14(1), 1-8. link ↗ |
| Alias≠ | ASES, Self-Efficacy for Academic Performance | SPQ, Learning Process Questionnaire, LPQ |
| Relaterte | 4 | 4 |
| Sammendrag≠ | 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 Study Process Questionnaire (SPQ) is a self-report instrument developed by John Biggs to identify the approaches and processes students use when learning. It assesses three dimensions: deep learning approach (seeking understanding and making connections), surface learning approach (memorizing and reproducing), and achieving/strategic approach (aiming for high grades). Understanding students' study processes helps educators identify learning challenges and tailor support. |
| ScholarGateDatasett ↗ |
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