So sánh phương pháp

	Thang đo Tìm kiếm Hỗ trợ Học tập	Thang đo Học tập qua Bạn bè (Peer Learning Scale)
Lĩnh vực	Tâm lý học giáo dục	Tâm lý học giáo dục
Họ	Process / pipeline	Process / pipeline
Năm ra đời	1990s-2000s	2000s
Người khởi xướng	Karabenick, S.A.; colleagues	Various; based on collaborative learning theory
Loại	Self-report questionnaire	Self-report questionnaire or observation
Công trình gốc	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.	Topping, K. J. (2009). Peer assessment. Theory into Practice, 48(1), 20–27.
Tên gọi khác	AHSS	PLS
Liên quan	5	5
Tóm tắt	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 Peer Learning Scale measures the extent and quality of collaborative learning experiences among students, capturing the frequency of peer interaction, perceived support from peers, quality of peer feedback, and learning gains from collaboration. Grounded in social-constructivist theory and decades of research on collaborative learning, the PLS assesses a critical dimension of the modern learning environment: peer interaction is not incidental but a core mechanism of learning through explanation, feedback, and distributed cognition.