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| Thang đo Liêm chính Học thuật× | Thang đo Đánh giá Sự trì hoãn trong Học tập của Sinh viên× | |
|---|---|---|
| Lĩnh vực | Tâm lý học giáo dục | Tâm lý học giáo dục |
| Họ | Process / pipeline | Process / pipeline |
| Năm ra đời≠ | 2000s | 1984 |
| Người khởi xướng≠ | Various authors; instrument varies by version | Solomon, Rothblum |
| 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 ↗ | Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509. DOI ↗ |
| Tên gọi khác | AIS | PASS |
| 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 Procrastination Assessment Scale for Students is a comprehensive instrument measuring the frequency of academic procrastination across multiple task types and identifying the underlying reasons for delay. Developed by Solomon and Rothblum in 1984, the PASS provides educators and researchers with actionable data about which academic tasks students avoid and why—information critical for designing targeted interventions to improve academic performance and reduce associated stress. |
| ScholarGateBộ dữ liệu ↗ |
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