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| Thang đo Năng lực Tự chủ Học thuật× | Thang đo mức độ gắn kết của sinh viên× | |
|---|---|---|
| Lĩnh vực | Tâm lý học giáo dục | Tâm lý học giáo dục |
| Họ | Process / pipeline | Process / pipeline |
| Năm ra đời≠ | 1977 | 2004 |
| Người khởi xướng≠ | Albert Bandura | Jennifer Fredricks, Phyllis Blumenfeld, Alison Paris |
| Loại≠ | Self-efficacy belief measurement | Multidimensional engagement assessment |
| Công trình gốc≠ | Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191-215. DOI ↗ | Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. DOI ↗ |
| Tên gọi khác | ASES, Self-Efficacy for Academic Performance | SES, Academic Engagement Measure |
| Liên quan | 4 | 4 |
| Tóm tắt≠ | The Academic Self-Efficacy Scale (ASES) measures students' beliefs about their capability to succeed in academic tasks. Grounded in Bandura's social cognitive theory, the instrument assesses perceived competence in diverse academic domains—understanding lectures, completing assignments, performing on exams, and engaging in scholarly work. High academic self-efficacy is a strong predictor of achievement, persistence, and resilience in the face of academic challenges. | The Student Engagement Scale (SES) measures the extent to which students are actively involved in academic and social aspects of school or university life. Grounded in Fredricks et al.'s multidimensional framework, the instrument assesses behavioral engagement (participation, attendance, effort), emotional engagement (interest, belonging, enthusiasm), and cognitive engagement (mental effort, deep thinking, persistence). High engagement is consistently associated with better learning outcomes and well-being. |
| ScholarGateBộ dữ liệu ↗ |
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