Adolescents' help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year

By Katerina Schenke, Arena C. Lam, AnneMarie Conley, Stuart A. Karabenick. 2015

111 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/20752dbf87ee915a325a2cd4b6997958e0b556df

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Catherine M. Corbin
2. R. M. Mesler
3. B. Martin

In Experimental and Cognitive Psychology

1. Catherine M. Corbin
2. R. M. Mesler
3. B. Martin

Citations in the corpus

• Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics (2018, unknown): “For instance, perceived mastery goal structures have been associated positively with intrinsic motivation (Murayama & Elliot, 2009), help-seeking (Schenke, Lam, Conley, & Karabenick, 2015), cognitive strategies (Wolters, 2004), and academic achievement (Lau & Nie, 2008; Roseth, Johnson, & Johnson,…”
• Teacher mindset is associated with development of students' growth mindset (2021, background): “…which are linked to adaptive (e.g., challenge-seeking) or maladaptive (e.g., challenge-avoidant) behaviors that have since been found to influence students' learning and achievement over time (Ken-nett & Keefer, 2006; Schenke, Lam, Conley, & Karabenick, 2015; Stipek, Newton, & Chudgar, 2010).”