方法对比
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| 归属感量表 (Sense of Belonging Scale, SOBS)× | 学生投入度量表× | |
|---|---|---|
| 领域 | 教育心理学 | 教育心理学 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | 1993 | 2004 |
| 提出者≠ | Carol Goodenow | Jennifer Fredricks, Phyllis Blumenfeld, Alison Paris |
| 类型≠ | School belonging perception scale | Multidimensional engagement assessment |
| 开创性文献≠ | Goodenow, C. (1993). Classroom belonging among early adolescent students: relationships to motivation and achievement. Journal of Early Adolescence, 13(1), 21-43. 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 ↗ |
| 别名 | SOBS, School Belonging Measure | SES, Academic Engagement Measure |
| 相关 | 4 | 4 |
| 摘要≠ | The Sense of Belonging Scale (SOBS) measures students' perceptions of their connectedness and acceptance within the school community. Developed by Goodenow (1993), it assesses whether students feel valued, included, and connected to peers and teachers. Sense of belonging is a critical psychological need and a powerful predictor of academic motivation, engagement, mental health, and persistence, particularly for students from underrepresented groups. | 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. |
| ScholarGate数据集 ↗ |
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