Comparar métodos
Examine os métodos selecionados lado a lado; as linhas que diferem ficam destacadas.
| Escala de Avaliação de Procrastinação para Estudantes× | Escala de Resiliência Acadêmica× | |
|---|---|---|
| Área | Psicologia educacional | Psicologia educacional |
| Família | Process / pipeline | Process / pipeline |
| Ano de origem≠ | 1984 | 2016 |
| Autor original≠ | Solomon, Rothblum | Cassidy, S. |
| Tipo | Self-report questionnaire | Self-report questionnaire |
| Fonte seminal≠ | Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509. DOI ↗ | Cassidy, S. (2016). The Academic Resilience Scale (ARS-30): A new multidimensional scale for measuring student resilience as a dynamic process. Frontiers in Psychology, 7, 1781. DOI ↗ |
| Outros nomes | PASS | ARS-30 |
| Relacionados | 5 | 5 |
| Resumo≠ | The Procrastination Assessment Scale for Students is a comprehensive instrument measuring the frequency of academic procrastination across multiple task types and identifying the underlying reasons for delay. Developed by Solomon and Rothblum in 1984, the PASS provides educators and researchers with actionable data about which academic tasks students avoid and why—information critical for designing targeted interventions to improve academic performance and reduce associated stress. | The Academic Resilience Scale measures the capacity of students to withstand and recover from academic adversity, including setbacks, failures, and difficult transitions. Developed by Cassidy in 2016, the ARS-30 conceptualizes resilience as a dynamic, multidimensional process involving perseverance, adaptive help-seeking, and emotional regulation—not a fixed trait. This instrument is invaluable for identifying students at risk of academic disengagement, evaluating resilience-building interventions, and understanding how students adapt to challenge. |
| ScholarGateConjunto de dados ↗ |
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