方法对比
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| Kolb 学习风格量表× | 学术自我效能感量表× | |
|---|---|---|
| 领域 | 教育心理学 | 教育心理学 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | 1984 | 1977 |
| 提出者≠ | David A. Kolb | Albert Bandura |
| 类型≠ | Self-assessment learning style inventory | Self-efficacy belief measurement |
| 开创性文献≠ | Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall. link ↗ | Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191-215. DOI ↗ |
| 别名 | LSI, Experiential Learning Style Inventory | ASES, Self-Efficacy for Academic Performance |
| 相关 | 4 | 4 |
| 摘要≠ | The Kolb Learning Style Inventory (LSI) is a self-report assessment based on experiential learning theory that identifies how individuals prefer to learn. Developed by David Kolb in 1984, it classifies learners into four styles—Diverging, Assimilating, Converging, and Accommodating—based on two dimensions: how information is perceived and how it is processed. | 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. |
| ScholarGate数据集 ↗ |
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