Perceived Challenge, Teacher Support, and Teacher Obstruction as Predictors of Student Engagement

By Anna D. Strati, Jennifer A. Schmidt, Kimberly S. Maier. 2017

180 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7c96721ca28ff99da5a392c50ab973f2ddc094d9

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): “Indeed, students who enjoy challenges (or perceive academic tasks as such) are more likely to recruit their inner resources and invest more time and e ff ort in their schoolwork (Putwain et al., 2016; Strati, Schmidt, & Maier, 2017).”