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Prezrite si vybrané metódy vedľa seba; riadky, ktoré sa líšia, sú zvýraznené.
| Škála akademickej sebaúčinnosti× | Škála akademickej motivácie× | |
|---|---|---|
| Odbor | Pedagogická psychológia | Pedagogická psychológia |
| Rodina | Process / pipeline | Process / pipeline |
| Rok vzniku≠ | 1977 | 1992 |
| Tvorca≠ | Albert Bandura | Robert J. Vallerand |
| Typ≠ | Self-efficacy belief measurement | Self-report motivation inventory |
| Pôvodný zdroj≠ | Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191-215. DOI ↗ | 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 ↗ |
| Ďalšie názvy | ASES, Self-Efficacy for Academic Performance | AMS, Intrinsic Motivation Scale |
| Príbuzné | 4 | 4 |
| Zhrnutie≠ | The Academic Self-Efficacy Scale (ASES) measures students' beliefs about their capability to succeed in academic tasks. Grounded in Bandura's social cognitive theory, the instrument assesses perceived competence in diverse academic domains—understanding lectures, completing assignments, performing on exams, and engaging in scholarly work. High academic self-efficacy is a strong predictor of achievement, persistence, and resilience in the face of academic challenges. | 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. |
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