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| Thang đo Động lực Học tập× | Bảng câu hỏi về quy trình học tập× | |
|---|---|---|
| Lĩnh vực | Tâm lý học giáo dục | Tâm lý học giáo dục |
| Họ | Process / pipeline | Process / pipeline |
| Năm ra đời≠ | 1992 | 1987 |
| Người khởi xướng≠ | Robert J. Vallerand | John Biggs |
| Loại≠ | Self-report motivation inventory | Self-report learning process inventory |
| Công trình gốc≠ | 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 ↗ | Biggs, J. B. (1987). Study Process Questionnaire: A New Instrument for Assessing Ways of Learning. Educational Research and Perspectives, 14(1), 1-8. link ↗ |
| Tên gọi khác≠ | AMS, Intrinsic Motivation Scale | SPQ, Learning Process Questionnaire, LPQ |
| Liên quan | 4 | 4 |
| Tóm tắt≠ | 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. | The Study Process Questionnaire (SPQ) is a self-report instrument developed by John Biggs to identify the approaches and processes students use when learning. It assesses three dimensions: deep learning approach (seeking understanding and making connections), surface learning approach (memorizing and reproducing), and achieving/strategic approach (aiming for high grades). Understanding students' study processes helps educators identify learning challenges and tailor support. |
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