方法对比
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| 同伴学习量表× | 学业韧性量表× | |
|---|---|---|
| 领域 | 教育心理学 | 教育心理学 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | 2000s | 2016 |
| 提出者≠ | Various; based on collaborative learning theory | Cassidy, S. |
| 类型≠ | Self-report questionnaire or observation | Self-report questionnaire |
| 开创性文献≠ | Topping, K. J. (2009). Peer assessment. Theory into Practice, 48(1), 20–27. DOI ↗ | Cassidy, S. (2016). The Academic Resilience Scale (ARS-30): A new multidimensional scale for measuring student resilience as a dynamic process. Frontiers in Psychology, 7, 1781. DOI ↗ |
| 别名 | PLS | ARS-30 |
| 相关 | 5 | 5 |
| 摘要≠ | The Peer Learning Scale measures the extent and quality of collaborative learning experiences among students, capturing the frequency of peer interaction, perceived support from peers, quality of peer feedback, and learning gains from collaboration. Grounded in social-constructivist theory and decades of research on collaborative learning, the PLS assesses a critical dimension of the modern learning environment: peer interaction is not incidental but a core mechanism of learning through explanation, feedback, and distributed cognition. | The Academic Resilience Scale measures the capacity of students to withstand and recover from academic adversity, including setbacks, failures, and difficult transitions. Developed by Cassidy in 2016, the ARS-30 conceptualizes resilience as a dynamic, multidimensional process involving perseverance, adaptive help-seeking, and emotional regulation—not a fixed trait. This instrument is invaluable for identifying students at risk of academic disengagement, evaluating resilience-building interventions, and understanding how students adapt to challenge. |
| ScholarGate数据集 ↗ |
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