Сравнение методов
Просматривайте выбранные методы рядом; строки с различиями подсвечены.
| Опросник учебных процессов (Study Process Questionnaire, SPQ)× | Шкала академической мотивации× | |
|---|---|---|
| Область | Педагогическая психология | Педагогическая психология |
| Семейство | Process / pipeline | Process / pipeline |
| Год появления≠ | 1987 | 1992 |
| Автор метода≠ | John Biggs | Robert J. Vallerand |
| Тип≠ | Self-report learning process inventory | Self-report motivation inventory |
| Основополагающий источник≠ | Biggs, J. B. (1987). Study Process Questionnaire: A New Instrument for Assessing Ways of Learning. Educational Research and Perspectives, 14(1), 1-8. link ↗ | Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017. DOI ↗ |
| Другие названия≠ | SPQ, Learning Process Questionnaire, LPQ | AMS, Intrinsic Motivation Scale |
| Связанные | 4 | 4 |
| Сводка≠ | 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. | The Academic Motivation Scale (AMS) is a 28-item self-report instrument developed by Vallerand et al. (1992) to assess the quality of students' academic motivation. It distinguishes between intrinsic motivation (motivation for knowledge, accomplishment, and stimulation), extrinsic motivation (external regulation, introjected regulation, and identified regulation), and amotivation, grounded in self-determination theory. |
| ScholarGateНабор данных ↗ |
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