Linganisha mbinu

	Kiwango cha Utafutaji wa Msaada wa Kitaaluma	Kiwango cha Ustahimilivu wa Kielimu
Nyanja	Saikolojia ya Elimu	Saikolojia ya Elimu
Familia	Process / pipeline	Process / pipeline
Mwaka wa asili	1990s-2000s	2016
Mwanzilishi	Karabenick, S.A.; colleagues	Cassidy, S.
Aina	Self-report questionnaire	Self-report questionnaire
Chanzo asilia	Karabenick, S. A., & Knapp, J. R. (2005). Help seeking in learning. In C. E. Spielberger (Ed.), Encyclopedia of applied psychology (Vol. 2, pp. 149–160). Academic Press.	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.
Majina mbadala	AHSS	ARS-30
Zinazohusiana	5	5
Muhtasari	The Academic Help-Seeking Scale measures students' inclination to seek academic help, their preferred sources of assistance (instructors, peers, tutors), and barriers that inhibit help-seeking (fear of judgment, embarrassment, preference for independence). Developed by Karabenick and colleagues in the 1990s, the AHSS recognizes that seeking help when confused or struggling is not a sign of weakness but a critical academic skill that separates successful from struggling students. By identifying whether students avoid help due to shame, lack of awareness, or other barriers, this scale enables targeted interventions promoting adaptive help-seeking.	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.