Palabras clave
compromiso cognitivo y afectivo
percepción de reto
percepci´´´ón de habilidad
percepción de relevancia
desempeño académico
percepción de reto
percepci´´´ón de habilidad
percepción de relevancia
desempeño académico
Cómo citar
Percepción de habilidad, reto y relevancia como predictores de compromiso cognitivo y afectivo en estudiantes de secundaria. (2018). Universitas Psychologica, 17(5), 1-18. https://doi.org/10.11144/Javeriana.upsy17-5.phrr
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Resumen
Este estudio evalúa la relación entre percepción de habilidad, reto, relevancia de la tarea y compromiso cognitivo y afectivo en 88 estudiantes colombianos de secundaria durante clases de Ciencias. Igualmente, indaga si las relaciones entre percepción de habilidad, reto, relevancia y compromiso están moderadas por tipo de asignatura y género, y si existe relación entre compromiso y desempeño académico. El diseño del estudio es descriptivo correlacional y predictivo. Se usó el método de muestreo de experiencias (ESM) para tomar medidas repetidas del compromiso y de las percepciones de habilidad, reto y relevancia. Dada la característica anidada de los datos, se realizaron análisis lineales jerárquicos. Las percepciones de habilidad, reto y relevancia predicen el compromiso cognitivo y afectivo. Género y tipo de curso emergen como moderadores de las relaciones entre estas percepciones y compromiso. A su vez, el compromiso cognitivo y afectivo predice el desempeño académico en Ciencias. Se discuten las implicaciones educativas del estudio.
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Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (1988). Introduction to Part IV. En M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 251-265). Cambridge, UK: Cambridge University Press.
Csikszentmihalyi, M., & Larson, R. (1987). Validity and reliability of the Experience-Sampling Method. The Journal of Nervous and Mental Disease, 175(9), 526-536. https://doi.org/10.1097/00005053-198709000-00004
Csikszentmihalyi, M., Abuhamdeh, S., & Nakamura, J. (2005). Flow. En A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 598-608). Nueva York: The Gilford Press.
Eccles, J. (2005). Subjective task value and the Eccles et al. Model of Achievement-Related Choices. En A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105-121). Nueva York: The Guilford Press.
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Fullagar, C. J., Knight, P. A., & Sovern, H. S. (2013). Challenge/skill balance, flow, and performance anxiety. Applied Psychology, 62(2), 236-259. https://doi.org/10.1111/j.1464-0597.2012.00494.x
Furrer, C., Skinner, E., & Pitzer, J. (2014). The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience. National Society for the Study of Education, 113(1), 101-123. https://doi.org/10.3102/0034654308325583
Hektner, J. M., Schmidt, J. A., & Csikszentmihalyi, M. (2007). Experience sampling method: Measuring the quality of everyday life. Thousand Oaks, CA: Sage.
Hill, L. G., & Werner, N. E. (2006). Affiliative motivation, school attachment, and aggression in school. Psychology in the Schools, 43, 231-246. https://doi.org/10.1002/pits.20140
Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102, 880-895. https://doi.org/10.1037/a0019506
Koballa, T. R., & Glynn, S. M. (2007). Attitudinal and motivational constructs in science learning. En S. Abell & N. Lederman (Eds.), Handbook on science education (pp. 75-124). Mahwah, NJ: Erlbaum.
Lam, S-f., Jimerson, S., Wong, B. P. H., Kikas, E., Shin, H., Veiga, F. H. ... Zollneritsch, J. (2014). Understanding and measuring student engagement in school: The results of an international study from 12 countries. School Psychology Quarterly, 29, 213-232. https://doi.org/10.1037/spq0000057
Larson, R. W. (1988). Flow and writing. En M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 150-171). Cambridge, UK: Cambridge University Press.
Leech, N. L., Barrett, K. C., & Morgan, G. A. (2008). SPSS for intermediate statistics. Use and interpretation. Mahwah, NJ: Laurence Erlbaum.
Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., & Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151-1169. https://doi.org/10.6018/analesps.30.3.199361
McDonald, R. P., & Ho, M. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7(1), 64-82. https://doi.org/10.1037//1082-989X.7.1.64
Nakamura, J. (1988). Optimal experience and the uses of talent. En M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 319-326). Cambridge, UK: Cambridge University Press.
Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. En C. R. Snyder & S. J. López (Eds.), Handbook of positive psychology (pp. 89-105). Nueva York: New York University Press.
Netemeyer, R., Bearden, W., & Sharma, S. (2003). Scaling procedures: Issues and applications. Thousand Oaks, CA: Sage.
Ochoa-Angrino, S. (2012). Factors related to students' engaged reading in high school science classrooms (Tesis doctoral, Northern Illinois University). Recuperada de http://gradworks.umi.com/35/13/3513148.html
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83-98. https://doi.org/10.1037/0022-0663.99.1.83
Pérez-Canto. G (2016). El apoyo emocional en los procesos de enseñanza y aprendizaje en clases de Ciencias (Tesis de pregrado). Pontificia Universidad Javeriana, Cali, Colombia.
Raudenbush, S. W., Bryk, A. S., & Congdon, R. (2010). HLM 7 for Windows [Software de computación]. Lincolnwood, IL: Scientific Software International, Inc.
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2.nd ed.). Newbury Park, CA: Sage.
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700-712. https://doi.org/10.1037/a0027268
Rigo, D. (2017). Docentes, tareas y alumnos en la definición del compromiso. Investigando el aula de nivel primario de educación. Educação em Revista, 33, 1-24. https://doi.org/10.1590/0102-4698154275
Rozek, C. S., Hyde, J. S., Svoboda, R. C., Hulleman, C. S., & Harackiewicz, J. M. (2015). Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science. Journal of Educational Psychology, 107, 195-206. https://doi.org/10.1037/a0036981
Schmidt, J. A., Rosenberg, J. M., & Beymer, P. N. (2017). A person-in-context approach to student engagement in science: Examining learning activities and choice. Journal of Research in Science Teaching, 55(1), 19-43. https://doi.org/10.1002/tea.21409
Schmidt, J. A., & Smith, M. C. (Agosto, 2008). Looking inside high school classrooms: An exploration of males´ and females´ subjective experience. Grant proposal funded by the National Science Foundation, Research on Gender in Science Education program (N.° HRD-0827526). Washington, DC.
Schmidt, J. A., Shumow, L. & Zaleski, D. (abril, 2012). Multiple perspectives on student motivation, learning, and engagement in high school biology labs. Trabajo presentado en el Annual Meeting of the American Educational Research Association, Vancouver, British Columbia, Canada.
Schmidt, J. A., Strati, A. D., & Kackar, H. Z. (marzo, 2010). Similar and different: comparisons of males' and females' achievement, attitudes, interest, and experience in high school science. Póster presentado en el Biennial Meeting of the Society for Research on Adolescence, Philadelphia, PA.
Shernoff, D. J. (2010). Engagement in after-school programs as a predictor of social competence and academic performance. American Journal of Community Psychology, 45, 325-337. https://doi.org/10.1007/s10464-010-9314-0
Shernoff, D. J. (2012). Engagement and positive youth development: Creating optimal learning environments. En K. R. Harris, S. Graham & T. Urdan (Eds.), The APA educational psychology handbook (Vol. 3, pp. 195-220) Washington, DC: American Psychological Association.
Shernoff, D. J., & Anderson, B. (2013). Flow and optimal learning environments. En J. Froh & A. Parks-Sheiner (Eds.), Activities for teaching positive psychology: A guide for instructors (pp. 109-115). Washington, DC: The American Psychological Association.
Shernoff, D. J., & Bempechat, J. (Eds.). (2014). Engaging youth in schools: Evidence-based models to guide future innovations. Nueva York: NSSE Yearbook by Teachers College Record.
Shernoff, D. J., & Schmidt, J. A. (2008). Further evidence of an engagement-achievement paradox among U.S. high school students. Journal of Youth and Adolescence, 37, 564-580. https://doi.org/10.1007/s10964-007-9241-z
Shernoff, D. J., & Vandell, D. L. (2007). Engagement in after-school program activities: Quality of experience from the perspective of participants. Journal of Youth and Adolescence, 36, 891-903. https://doi.org/10.1007/s10964-007-9183-5
Shernoff, D. J., Abdi, B., Anderson, B., & Csikszentmihalyi, M. (2014). Flow in schools revisited: Cultivating engaged learners and optimal learning environments. En M. Furlong, R. Gilman & S. Heubner (Eds.), Handbook of positive psychology in the schools (pp. 211-226). NuevaYork: Routledge.
Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158-76. https://doi.org/10.1521/scpq.18.2.158.21860
Shernoff, D. J., Kelly, S., Tonks, S., Anderson, B., Cavanagh, R., …, & Abdi, B. (2016). Student engagement as a function of environmental complexity in high school classrooms. Learning and Instruction. doi: https://doi.org/10.1016/j.learninstruc.2015.12.003.
Shukla, K., Konold, T., & Cornell, D. (junio, 2015). School climate and student engagement: A concurrent validity investigation through a multilevel multivariate approach. Trabajo presentado en el Annual Meeting of the American Educational Research Association, Chicago, USA.
Shumow, L., & Schmidt, J. A. (2014). Enhancing adolescents' motivation for science. Thousand Oaks, CA: Corwin Press.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effect of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581. https://doi.org/10.1037/0022-0663.85.4.571
Skinner, E. A., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100, 765-781. https://doi.org/10.1037/a0012840
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69, 493-525. https://doi.org/10.1177/0013164408323233
Smith, M. W., & Wilhelm, J. D. (2002). “Reading don´t fix no Chevys”: Literacy in the lives of young men. Portsmouth, NH: Heinemann Publishing.
Steinberg, L., Brown, B., & Dornbush, S. (1996). Beyond classroom: Why school reform has failed and what parents need to do. Nueva York: Simon & Schuster.
Strati, A. D., Schmidt, J. A., & Maier, K. S. (2017). Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement. Journal of Educational Psychology, 109(1), 131-147. https://doi.org/10.1037/edu0000108
Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum, grades 9-12. Alexandria, VA: Association for Supervision and Curriculum Development.
Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87, 246-260. https://doi.org/10.1037/0022-3514.87.2.246
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Canning, E. A., & Harackiewicz, J. M. (2015). Teach it, don’t preach it: The differential effects of directly-communicated and self-generated utility-value information. Motivation Science, 1(1), 41-71. https://doi.org/10.1037/mot0000015
Carmines, E., & Mclver, J. (1981). Analyzing models with unobserved variables: Analysis of covariance structures. En G. Bohrnstedt & E. Borgatta (Eds.), Social measurement: Current issues (pp. 65-115). Beverly Hills, CA: Sage.
Csikszentmihalyi, M. (2008). Flow: The psychology of optimal experience. Nueva York: Harper Perennial Modern Classics.
Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (1988). Introduction to Part IV. En M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 251-265). Cambridge, UK: Cambridge University Press.
Csikszentmihalyi, M., & Larson, R. (1987). Validity and reliability of the Experience-Sampling Method. The Journal of Nervous and Mental Disease, 175(9), 526-536. https://doi.org/10.1097/00005053-198709000-00004
Csikszentmihalyi, M., Abuhamdeh, S., & Nakamura, J. (2005). Flow. En A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 598-608). Nueva York: The Gilford Press.
Eccles, J. (2005). Subjective task value and the Eccles et al. Model of Achievement-Related Choices. En A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105-121). Nueva York: The Guilford Press.
Fleeson, W. (2007). Using experience sampling and multilevel modeling to study person-situation interactionist approaches to positive psychology. En A. D. Ong & M. H. M. Van Dulmen (Eds.), Handbook of methods in positive psychology (pp. 501-514). Oxford, UK: Oxford University Press.
Fullagar, C. J., Knight, P. A., & Sovern, H. S. (2013). Challenge/skill balance, flow, and performance anxiety. Applied Psychology, 62(2), 236-259. https://doi.org/10.1111/j.1464-0597.2012.00494.x
Furrer, C., Skinner, E., & Pitzer, J. (2014). The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience. National Society for the Study of Education, 113(1), 101-123. https://doi.org/10.3102/0034654308325583
Hektner, J. M., Schmidt, J. A., & Csikszentmihalyi, M. (2007). Experience sampling method: Measuring the quality of everyday life. Thousand Oaks, CA: Sage.
Hill, L. G., & Werner, N. E. (2006). Affiliative motivation, school attachment, and aggression in school. Psychology in the Schools, 43, 231-246. https://doi.org/10.1002/pits.20140
Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102, 880-895. https://doi.org/10.1037/a0019506
Koballa, T. R., & Glynn, S. M. (2007). Attitudinal and motivational constructs in science learning. En S. Abell & N. Lederman (Eds.), Handbook on science education (pp. 75-124). Mahwah, NJ: Erlbaum.
Lam, S-f., Jimerson, S., Wong, B. P. H., Kikas, E., Shin, H., Veiga, F. H. ... Zollneritsch, J. (2014). Understanding and measuring student engagement in school: The results of an international study from 12 countries. School Psychology Quarterly, 29, 213-232. https://doi.org/10.1037/spq0000057
Larson, R. W. (1988). Flow and writing. En M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 150-171). Cambridge, UK: Cambridge University Press.
Leech, N. L., Barrett, K. C., & Morgan, G. A. (2008). SPSS for intermediate statistics. Use and interpretation. Mahwah, NJ: Laurence Erlbaum.
Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., & Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151-1169. https://doi.org/10.6018/analesps.30.3.199361
McDonald, R. P., & Ho, M. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7(1), 64-82. https://doi.org/10.1037//1082-989X.7.1.64
Nakamura, J. (1988). Optimal experience and the uses of talent. En M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 319-326). Cambridge, UK: Cambridge University Press.
Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. En C. R. Snyder & S. J. López (Eds.), Handbook of positive psychology (pp. 89-105). Nueva York: New York University Press.
Netemeyer, R., Bearden, W., & Sharma, S. (2003). Scaling procedures: Issues and applications. Thousand Oaks, CA: Sage.
Ochoa-Angrino, S. (2012). Factors related to students' engaged reading in high school science classrooms (Tesis doctoral, Northern Illinois University). Recuperada de http://gradworks.umi.com/35/13/3513148.html
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83-98. https://doi.org/10.1037/0022-0663.99.1.83
Pérez-Canto. G (2016). El apoyo emocional en los procesos de enseñanza y aprendizaje en clases de Ciencias (Tesis de pregrado). Pontificia Universidad Javeriana, Cali, Colombia.
Raudenbush, S. W., Bryk, A. S., & Congdon, R. (2010). HLM 7 for Windows [Software de computación]. Lincolnwood, IL: Scientific Software International, Inc.
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2.nd ed.). Newbury Park, CA: Sage.
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700-712. https://doi.org/10.1037/a0027268
Rigo, D. (2017). Docentes, tareas y alumnos en la definición del compromiso. Investigando el aula de nivel primario de educación. Educação em Revista, 33, 1-24. https://doi.org/10.1590/0102-4698154275
Rozek, C. S., Hyde, J. S., Svoboda, R. C., Hulleman, C. S., & Harackiewicz, J. M. (2015). Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science. Journal of Educational Psychology, 107, 195-206. https://doi.org/10.1037/a0036981
Schmidt, J. A., Rosenberg, J. M., & Beymer, P. N. (2017). A person-in-context approach to student engagement in science: Examining learning activities and choice. Journal of Research in Science Teaching, 55(1), 19-43. https://doi.org/10.1002/tea.21409
Schmidt, J. A., & Smith, M. C. (Agosto, 2008). Looking inside high school classrooms: An exploration of males´ and females´ subjective experience. Grant proposal funded by the National Science Foundation, Research on Gender in Science Education program (N.° HRD-0827526). Washington, DC.
Schmidt, J. A., Shumow, L. & Zaleski, D. (abril, 2012). Multiple perspectives on student motivation, learning, and engagement in high school biology labs. Trabajo presentado en el Annual Meeting of the American Educational Research Association, Vancouver, British Columbia, Canada.
Schmidt, J. A., Strati, A. D., & Kackar, H. Z. (marzo, 2010). Similar and different: comparisons of males' and females' achievement, attitudes, interest, and experience in high school science. Póster presentado en el Biennial Meeting of the Society for Research on Adolescence, Philadelphia, PA.
Shernoff, D. J. (2010). Engagement in after-school programs as a predictor of social competence and academic performance. American Journal of Community Psychology, 45, 325-337. https://doi.org/10.1007/s10464-010-9314-0
Shernoff, D. J. (2012). Engagement and positive youth development: Creating optimal learning environments. En K. R. Harris, S. Graham & T. Urdan (Eds.), The APA educational psychology handbook (Vol. 3, pp. 195-220) Washington, DC: American Psychological Association.
Shernoff, D. J., & Anderson, B. (2013). Flow and optimal learning environments. En J. Froh & A. Parks-Sheiner (Eds.), Activities for teaching positive psychology: A guide for instructors (pp. 109-115). Washington, DC: The American Psychological Association.
Shernoff, D. J., & Bempechat, J. (Eds.). (2014). Engaging youth in schools: Evidence-based models to guide future innovations. Nueva York: NSSE Yearbook by Teachers College Record.
Shernoff, D. J., & Schmidt, J. A. (2008). Further evidence of an engagement-achievement paradox among U.S. high school students. Journal of Youth and Adolescence, 37, 564-580. https://doi.org/10.1007/s10964-007-9241-z
Shernoff, D. J., & Vandell, D. L. (2007). Engagement in after-school program activities: Quality of experience from the perspective of participants. Journal of Youth and Adolescence, 36, 891-903. https://doi.org/10.1007/s10964-007-9183-5
Shernoff, D. J., Abdi, B., Anderson, B., & Csikszentmihalyi, M. (2014). Flow in schools revisited: Cultivating engaged learners and optimal learning environments. En M. Furlong, R. Gilman & S. Heubner (Eds.), Handbook of positive psychology in the schools (pp. 211-226). NuevaYork: Routledge.
Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158-76. https://doi.org/10.1521/scpq.18.2.158.21860
Shernoff, D. J., Kelly, S., Tonks, S., Anderson, B., Cavanagh, R., …, & Abdi, B. (2016). Student engagement as a function of environmental complexity in high school classrooms. Learning and Instruction. doi: https://doi.org/10.1016/j.learninstruc.2015.12.003.
Shukla, K., Konold, T., & Cornell, D. (junio, 2015). School climate and student engagement: A concurrent validity investigation through a multilevel multivariate approach. Trabajo presentado en el Annual Meeting of the American Educational Research Association, Chicago, USA.
Shumow, L., & Schmidt, J. A. (2014). Enhancing adolescents' motivation for science. Thousand Oaks, CA: Corwin Press.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effect of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581. https://doi.org/10.1037/0022-0663.85.4.571
Skinner, E. A., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100, 765-781. https://doi.org/10.1037/a0012840
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69, 493-525. https://doi.org/10.1177/0013164408323233
Smith, M. W., & Wilhelm, J. D. (2002). “Reading don´t fix no Chevys”: Literacy in the lives of young men. Portsmouth, NH: Heinemann Publishing.
Steinberg, L., Brown, B., & Dornbush, S. (1996). Beyond classroom: Why school reform has failed and what parents need to do. Nueva York: Simon & Schuster.
Strati, A. D., Schmidt, J. A., & Maier, K. S. (2017). Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement. Journal of Educational Psychology, 109(1), 131-147. https://doi.org/10.1037/edu0000108
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