The DOI matches its Crossref record.
A Model of Academic Enablers and Elementary Reading/Language Arts Achievement
Abstract
This article includes a review of theoretical and empirical models of educational outcomes to identify student attitudes and behaviors that researchers have hypothesized to influence academic achievement. A theoretical model is proposed of the relationships between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and academic achievement. Structural equation modeling is used to test the fit of this model for two samples of elementary students. The results of these modeling analyses indicate that prior achievement and interpersonal skills influence motivation, which in turn influences study skills and engagement to promote academic achievement. The article concludes with a discussion of practical implications of the tested model as well as necessary directions for future research regarding models of academic enablers and academic achievement.
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Citations
Cited by
Hachem, M., Gorgun, G., Chu, M.-W., & Bulut, O. (2022) · Canadian Journal of School Psychology · doi:10.1177/08295735221118474 · Cited by 37
A demographic survey of learning behaviors among American students
Schaefer, B. A. (2004) · School Psychology Review · doi:10.1080/02796015.2004.12086263 · Cited by 32
Oakes, W. P., Lane, K. L., Cox, M., Magrane, A., Jenkins, A., & Hankins, K. (2012) · Education and Treatment of Children · doi:10.1353/etc.2012.0024 · Cited by 20
Metadata
- Authors
- DiPerna, J. C., Volpe, R. J., & Elliott, S. N.
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 2002-09-01
- Volume
- 31
- Issue
- 3
- Pages
- 298-312
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W1558049730
- Cited by
- 223
- References
- 0
- FWCI
- 8.12
- Type
- journal article
- Language
- en
- Open access
- closed
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- CoChat. (2026). Citation check: A Model of Academic Enablers and Elementary Reading/Language Arts Achievement. https://app.cochat.ai/papers/10.1080/02796015.2002.12086157
- The paper
- DiPerna, J. C., Volpe, R. J., & Elliott, S. N. (2002). A Model of Academic Enablers and Elementary Reading/Language Arts Achievement. School Psychology Review. https://doi.org/10.1080/02796015.2002.12086157
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
