方法对比
并排查看您选择的方法；存在差异的行会高亮显示。
| 学术自我效能感量表× | 批判性思维倾向量表× | |
|---|---|---|
| 领域 | 教育心理学 | 教育心理学 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | 1977 | 1992 |
| 提出者≠ | Albert Bandura | Peter Facione |
| 类型≠ | Self-efficacy belief measurement | Critical thinking propensity measurement |
| 开创性文献≠ | Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191-215. DOI ↗ | Facione, P. A., Facione, N. C., & Giancarlo, C. A. F. (1992). The California Critical Thinking Disposition Inventory. Insight Assessment, Millbrae, CA. link ↗ |
| 别名≠ | ASES, Self-Efficacy for Academic Performance | CTDS, California Critical Thinking Disposition Inventory, CCTDI |
| 相关 | 4 | 4 |
| 摘要≠ | 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 Critical Thinking Dispositions Scale (CTDS), exemplified by the California Critical Thinking Disposition Inventory (CCTDI), measures the extent to which individuals exhibit cognitive dispositions conducive to critical thinking. Developed by Facione (1992), it assesses dimensions including truth-seeking, open-mindedness, analytical orientation, self-confidence, systematic approach, and inquisitiveness. Critical thinking dispositions—the habits of mind and values that support rigorous reasoning—are distinct from but complementary to critical thinking skills. |
| ScholarGate数据集 ↗ |
|
|