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| Thang đo Liêm chính Học thuật× | Thang đo Kiệt sức Học đường (Academic Burnout Scale)× | |
|---|---|---|
| Lĩnh vực | Tâm lý học giáo dục | Tâm lý học giáo dục |
| Họ | Process / pipeline | Process / pipeline |
| Năm ra đời≠ | 2000s | 2002 |
| Người khởi xướng≠ | Various authors; instrument varies by version | Schaufeli, Martínez-Martínez, Marqués Pinto, Salanova |
| Loại | Self-report questionnaire | Self-report questionnaire |
| Công trình gốc≠ | Cizek, G. J. (2003). Detecting and preventing classroom cheating: Practical strategies for teachers and professors. Corwin Press. link ↗ | 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 ↗ |
| Tên gọi khác | AIS | ABS |
| Liên quan | 5 | 5 |
| Tóm tắt≠ | The Academic Integrity Scale measures students' attitudes, values, and likelihood of engaging in academic dishonesty including cheating, plagiarism, and unauthorized collaboration. Multiple validated versions exist, each assessing different facets of academic integrity such as personal integrity commitment, perceived cheating prevalence, institutional support for honesty, and personal susceptibility to cheating. This instrument is essential for understanding integrity culture in educational settings and evaluating interventions promoting academic honesty. | 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. |
| ScholarGateBộ dữ liệu ↗ |
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