เปรียบเทียบวิธี
ดูวิธีที่เลือกเทียบกันแบบเคียงข้าง แถวที่ต่างกันจะถูกเน้นไว้
| Student Engagement Scale× | Academic Motivation Scale× | |
|---|---|---|
| สาขาวิชา | จิตวิทยาการศึกษา | จิตวิทยาการศึกษา |
| ตระกูล | Process / pipeline | Process / pipeline |
| ปีกำเนิด≠ | 2004 | 1992 |
| ผู้ริเริ่ม≠ | Jennifer Fredricks, Phyllis Blumenfeld, Alison Paris | Robert J. Vallerand |
| ประเภท≠ | Multidimensional engagement assessment | Self-report motivation inventory |
| แหล่งต้นตำรับ≠ | Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. 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 ↗ |
| ชื่อเรียกอื่น | SES, Academic Engagement Measure | AMS, Intrinsic Motivation Scale |
| ที่เกี่ยวข้อง | 4 | 4 |
| สรุป≠ | The Student Engagement Scale (SES) measures the extent to which students are actively involved in academic and social aspects of school or university life. Grounded in Fredricks et al.'s multidimensional framework, the instrument assesses behavioral engagement (participation, attendance, effort), emotional engagement (interest, belonging, enthusiasm), and cognitive engagement (mental effort, deep thinking, persistence). High engagement is consistently associated with better learning outcomes and well-being. | 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. |
| ScholarGateชุดข้อมูล ↗ |
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