A model of academic enablers and elementary reading/language arts achievement

James Clyde Diperna, Robert J. Volpe, Stephen N. Elliott

Research output: Contribution to journalReview article

82 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)298-312
Number of pages15
JournalSchool Psychology Review
Volume31
Issue number3
StatePublished - 2002

Fingerprint

Language Arts
Reading
academic achievement
art
language
Motivation
Theoretical Models
Students
student
Research Personnel

All Science Journal Classification (ASJC) codes

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

Diperna, James Clyde ; Volpe, Robert J. ; Elliott, Stephen N. / A model of academic enablers and elementary reading/language arts achievement. In: School Psychology Review. 2002 ; Vol. 31, No. 3. pp. 298-312.
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A model of academic enablers and elementary reading/language arts achievement. / Diperna, James Clyde; Volpe, Robert J.; Elliott, Stephen N.

In: School Psychology Review, Vol. 31, No. 3, 2002, p. 298-312.

Research output: Contribution to journalReview article

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