Compară metode
Examinează metodele selectate una lângă alta; rândurile care diferă sunt evidențiate.
| Chestionarul de Motivație pentru Citit× | Scala de Angajament al Elevilor× | |
|---|---|---|
| Domeniu | Psihologia educației | Psihologia educației |
| Familie | Process / pipeline | Process / pipeline |
| Anul apariției≠ | 2000 | 2004 |
| Autorul original≠ | Allan Wigfield, John Guthrie | Jennifer Fredricks, Phyllis Blumenfeld, Alison Paris |
| Tip≠ | Reading motivation assessment | Multidimensional engagement assessment |
| Sursa seminală≠ | Wigfield, A., & Guthrie, J. T. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research (Vol. 3, pp. 403-422). Lawrence Erlbaum Associates. link ↗ | Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. DOI ↗ |
| Denumiri alternative | MRQ, Reading Motivation Scale | SES, Academic Engagement Measure |
| Înrudite | 4 | 4 |
| Rezumat≠ | The Motivation for Reading Questionnaire (MRQ) is a self-report instrument assessing students' motivation to read and engagement with reading activities. Developed by Wigfield and Guthrie (2000), it measures both intrinsic motivation (reading for enjoyment and understanding) and extrinsic motivation (reading for grades or to avoid punishment), along with beliefs about reading efficacy and value. Reading motivation is a primary predictor of reading comprehension, frequency, and lifetime literacy engagement. | The Student Engagement Scale (SES) measures the extent to which students are actively involved in academic and social aspects of school or university life. Grounded in Fredricks et al.'s multidimensional framework, the instrument assesses behavioral engagement (participation, attendance, effort), emotional engagement (interest, belonging, enthusiasm), and cognitive engagement (mental effort, deep thinking, persistence). High engagement is consistently associated with better learning outcomes and well-being. |
| ScholarGateSet de date ↗ |
|
|