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

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

Examining Teacher–Child Relationships and Achievement as Part of an Ecological Model of Development

“…Specifically, children O'Connor, McCartney acquire skills and knowledge through participation in the classroom and engagement in activities (Buhs & Ladd, 2001;Diperna, 2006). Furthermore, teacher emotional support and academic guidance enhance children's achievement (Pianta, La Paro, Payne, Cox, & Bradley, 2002).…”

Repertório de habilidades sociais, problemas de comportamento, autoconceito e desempenho acadêmico de crianças no início da escolarização

“…São diversas pesquisas que apontam para correlações entre essas variáveis (Z.A.P. Del Prette & A. Del Prette, 2005;Diperna, 2006;Dunn et al, 2004;Hong & Ho, 2005;Miles & Stepek, 2006;Marturano, 2004;Morrison, Brown, D'Incau, O'Farrell & Furlong, 2006;Okano et al, 2004). Possivelmente, estas correlações existem porque as crianças com melhor desenvolvimento socioemocional são mais confiantes, mais persistentes em suas atividades acadêmicas, têm menos medo de errar (e, por isso, não temem competições), relacionam-se melhor com outras pessoas (colegas, pais e professores) e se responsabilizam pelos seus fracassos e sucessos (Simões, 1997).…”

Local text cohesion, reading ability and individual science aspirations: key factors influencing comprehension in science classes

“…It is well documented that academic achievement is modulated by individual beliefs and interests (Valentine et al, 2004;DiPerna, 2006;Rothon et al, 2011) as well as influences from parents and peers (Duncan et al, 2001;Nichols & White, 2001;Gonzalez-DeHass et al, 2005;Seginer, 2006;Rogers et al, 2009). Individual beliefs that are likely to be important in determining science achievement include self-concept and career aspirations.…”