Porównaj metody
Przeglądaj wybrane metody obok siebie; wiersze, które się różnią, są wyróżnione.
| Skala satysfakcji studentów uniwersyteckich× | Skala Akademickiego Poszukiwania Pomocy× | |
|---|---|---|
| Dziedzina | Psychologia edukacyjna | Psychologia edukacyjna |
| Rodzina | Process / pipeline | Process / pipeline |
| Rok powstania≠ | 1997 | 1990s-2000s |
| Twórca≠ | Elliot & Shin; variations by institution | Karabenick, S.A.; colleagues |
| Typ≠ | Self-report survey | Self-report questionnaire |
| Źródło pierwotne≠ | Elliot, K. M., & Shin, D. (1997). The student satisfaction index (SSI): A new instrument for measuring student satisfaction with higher education. Journal of Marketing for Higher Education, 8(2), 27–44. 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 ↗ |
| Inne nazwy | USS | AHSS |
| Pokrewne | 5 | 5 |
| Podsumowanie≠ | The University Student Satisfaction Scale measures students' satisfaction with their overall university experience, including instruction quality, academic advising, campus services, and campus climate. Multiple validated instruments exist (e.g., Student Satisfaction Index), each capturing dimensions of the student experience considered critical to retention and institutional quality. This tool enables universities to gather comprehensive feedback on the student experience and prioritize institutional improvements that enhance satisfaction and outcomes. | 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. |
| ScholarGateZbiór danych ↗ |
|
|