Linganisha mbinu
Pitia mbinu ulizochagua bega kwa bega; safu zinazotofautiana zinaangaziwa.
| Kipimo cha Motisha ya Kielimu× | Kiwango cha Kujiamini Kifedha cha Kitaaluma× | |
|---|---|---|
| Nyanja | Saikolojia ya Elimu | Saikolojia ya Elimu |
| Familia | Process / pipeline | Process / pipeline |
| Mwaka wa asili≠ | 1992 | 1977 |
| Mwanzilishi≠ | Robert J. Vallerand | Albert Bandura |
| Aina≠ | Self-report motivation inventory | Self-efficacy belief measurement |
| Chanzo asilia≠ | 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 ↗ | Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191-215. DOI ↗ |
| Majina mbadala | AMS, Intrinsic Motivation Scale | ASES, Self-Efficacy for Academic Performance |
| Zinazohusiana | 4 | 4 |
| Muhtasari≠ | 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. | 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. |
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