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。
| 学习过程问卷× | 学术动机量表× | |
|---|---|---|
| 领域 | 教育心理学 | 教育心理学 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | 1987 | 1992 |
| 提出者≠ | John Biggs | Robert J. Vallerand |
| 类型≠ | Self-report learning process inventory | Self-report motivation inventory |
| 开创性文献≠ | Biggs, J. B. (1987). Study Process Questionnaire: A New Instrument for Assessing Ways of Learning. Educational Research and Perspectives, 14(1), 1-8. link ↗ | Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017. DOI ↗ |
| 别名≠ | SPQ, Learning Process Questionnaire, LPQ | AMS, Intrinsic Motivation Scale |
| 相关 | 4 | 4 |
| 摘要≠ | The Study Process Questionnaire (SPQ) is a self-report instrument developed by John Biggs to identify the approaches and processes students use when learning. It assesses three dimensions: deep learning approach (seeking understanding and making connections), surface learning approach (memorizing and reproducing), and achieving/strategic approach (aiming for high grades). Understanding students' study processes helps educators identify learning challenges and tailor support. | The Academic Motivation Scale (AMS) is a 28-item self-report instrument developed by Vallerand et al. (1992) to assess the quality of students' academic motivation. It distinguishes between intrinsic motivation (motivation for knowledge, accomplishment, and stimulation), extrinsic motivation (external regulation, introjected regulation, and identified regulation), and amotivation, grounded in self-determination theory. |
| ScholarGate数据集 ↗ |
|
|