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| Thang đo Kiệt sức Học đường (Academic Burnout Scale)× | Bảng câu hỏi đánh giá kỹ năng học tập× | |
|---|---|---|
| Lĩnh vực | Tâm lý học giáo dục | Tâm lý học giáo dục |
| Họ | Process / pipeline | Process / pipeline |
| Năm ra đời≠ | 2002 | 1964 |
| Người khởi xướng≠ | Schaufeli, Martínez-Martínez, Marqués Pinto, Salanova | Brown, W.F.; Holtzman, W.H. |
| Loại | Self-report questionnaire | Self-report questionnaire |
| Công trình gốc≠ | Schaufeli, W. B., Martinez, I. M., Marqués Pinto, A., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481. DOI ↗ | Brown, W. F., & Holtzman, W. H. (1964). Survey of Study Habits and Attitudes (SSHA). Psychological Corporation. link ↗ |
| Tên gọi khác≠ | ABS | SSAQ, Study Habits and Attitudes Test |
| Liên quan | 5 | 5 |
| Tóm tắt≠ | The Academic Burnout Scale measures three dimensions of student burnout: emotional exhaustion, cynicism toward studies, and reduced academic efficacy. Developed by Schaufeli and colleagues in 2002, it adapts the Maslach Burnout Inventory framework to the academic context, providing researchers and educators with a validated tool to assess psychological distress in higher education settings. | The Study Skills Assessment Questionnaire measures the habitual study practices, time management, concentration, and learning motivation of students. Originating from the foundational Survey of Study Habits and Attitudes (Brown & Holtzman, 1964) and refined in contemporary versions, the SSAQ identifies whether students employ evidence-based study techniques (spaced practice, self-testing, active recall) or ineffective strategies (cramming, passive rereading). This information is invaluable for academic support professionals designing skill-building interventions tailored to student needs. |
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