Сравнение методов
Просматривайте выбранные методы рядом; строки с различиями подсвечены.
| Шкала академического выгорания× | Шкала академической устойчивости× | |
|---|---|---|
| Область | Педагогическая психология | Педагогическая психология |
| Семейство | Process / pipeline | Process / pipeline |
| Год появления≠ | 2002 | 2016 |
| Автор метода≠ | Schaufeli, Martínez-Martínez, Marqués Pinto, Salanova | Cassidy, S. |
| Тип | Self-report questionnaire | Self-report questionnaire |
| Основополагающий источник≠ | Schaufeli, W. B., Martinez, I. M., Marqués Pinto, A., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481. 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 ↗ |
| Другие названия | ABS | ARS-30 |
| Связанные | 5 | 5 |
| Сводка≠ | The Academic Burnout Scale measures three dimensions of student burnout: emotional exhaustion, cynicism toward studies, and reduced academic efficacy. Developed by Schaufeli and colleagues in 2002, it adapts the Maslach Burnout Inventory framework to the academic context, providing researchers and educators with a validated tool to assess psychological distress in higher education settings. | 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. |
| ScholarGateНабор данных ↗ |
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