Academic enablers and student achievement: Implications for assessment and intervention services in the schools

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Abstract

Academic enablers have been defined as attitudes and behaviors that facilitate students' participation in, and benefit from, academic instruction in the classroom (J.C. DiPerna & S.N. Elliott, 2000). The purpose of this article is to provide practitioners with an overview of specific academic enablers (motivation, study skills, engagement, and social skills) and their relationships with academic achievement. In addition, a practical framework is provided for considering academic enablers within assessment and intervention practices in the schools.

Original languageEnglish (US)
Pages (from-to)7-17
Number of pages11
JournalPsychology in the Schools
Volume43
Issue number1
DOIs
StatePublished - Jan 1 2006

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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