Academic Competence Evaluation Scales

DiPerna, James C.; Elliott, Stephen N.

doi:10.1037/t14965-000

Cited by 93 publications

(189 citation statements)

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“…Academic skills are the basic and complex cognitive skills (e.g., mathematics, reading, critical thinking) that are the primary educational outcome (and focus of instruction) of elementary and secondary schooling. Academic enablers are student attitudes and behaviors that facilitate a student's participation in, and benefit from, academic instruction in the classroom (DiPerna & Elliott, 2000).…”

Section: Academic Competence Enablers and Achievementmentioning

confidence: 99%

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

DiPerna

2005

Psychology in the Schools

100

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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. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 7–17, 2006.

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Section: Academic Competence Enablers and Achievementmentioning

confidence: 99%

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

DiPerna

2005

Psychology in the Schools

100

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“…The ACES was designed to measure students' skills, attitudes, and behaviors that contribute to academic competence (DiPerna & Elliott, 2000). The teacher version of the ACES used in this study was a 65-item questionnaire with two separate scales (Academic Skills and Academic Enablers), and each of these scales included multiple subscales.…”

Section: Academic Competence Evaluation Scales (Aces)mentioning

confidence: 99%

Self-report on the social skills rating system: Analysis of reliability and validity for an elementary sample

DiPerna

Volpé

2005

Psychol. Schs.

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“…The study applied a five-point ratings Likert scale from previous research (e.g., DiPerna & Elliott, 2000;DiPerna, Volpe, & Elliott, 2005), ranging from 1 (poor/far below grade level expectations) to 5 (excellent/far above grade level expectations), and asked every teacher to evaluate each student's overall performance for items such as class attendance, homework quality, study habits, and fundamental mathematical skills such as measurement, computation, and problem-solving in his/her class. These characteristics were likely to have more impact reflecting students' performance and were actual parts representing students' mathematics achievement.…”

Section: Mathematics Achievementmentioning

confidence: 99%

Math Self-Concept and Mathematics Achievement: Examining Gender Variation and Reciprocal Relations among Junior High School Students in Taiwan

Lee

Kung

2018

EURASIA J MATH SCI T

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The study explored Taiwanese students' mathematics learning at the junior high school level. Utilizing structural equation modeling, it examined the relationships between math self-concept and mathematics achievement with longitudinal data. Participants included 1,256 Taiwanese seventh graders in the first wave and declined slightly to 1,211 eighth graders in the second wave. Findings indicated the following. First, the longitudinal effects were all significant: (a) prior mathematics achievement significantly predicted subsequent math self-concept (skill development model), (b) prior math selfconcept significantly predicted subsequent mathematics achievement (selfenhancement model), and (c) the reciprocal effects model was supported, and the effects of achievement tended to become stronger and more systematic. Second, results showed significant gender variation with respect to math self-concept and mathematics achievement. Boys had significantly higher math self-concept than girls, whereas girls exhibited higher mathematics achievement than boys. The implications of these findings for cultivating students' interest in mathematics learning were discussed.

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Academic Competence Evaluation Scales

Cited by 93 publications

References 0 publications

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

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

Self-report on the social skills rating system: Analysis of reliability and validity for an elementary sample

Math Self-Concept and Mathematics Achievement: Examining Gender Variation and Reciprocal Relations among Junior High School Students in Taiwan

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