Promoting Academic Enablers to Improve Student Achievement: An Introduction to the Mini-Series

DiPerna, James C.; Elliott, Stephen N.

doi:10.1080/02796015.2002.12086156

Cited by 161 publications

(75 citation statements)

References 20 publications

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“…Children’s displays of competent forms of social behavior (e.g., engaging in prosocial behaviors, refraining from disruptive and antisocial forms of behavior) are positively related to peer acceptance, achievement motivation, and academic success (Wentzel, 2009). Social-behavioral skills enable young students to interact prosocially in social settings, engage adaptively in academic environments, and respond appropriately to teacher instruction; thus, they are widely considered precursors to achievement (DiPerna & Elliott, 2002; Kwon, Kim, & Sheridan, 2012). Furthermore, mental health disorders are the most common health issues faced by our nation’s school-age children; close to one in five children suffer from a mental health or learning disorder, and 80% of chronic mental disorders begin in childhood (Child Mind Institute, 2016).…”

Section: Discussionmentioning

confidence: 99%

A Meta-Analysis of Family-School Interventions and Children’s Social-Emotional Functioning: Moderators and Components of Efficacy

Sheridan¹,

Smith²,

Kim

et al. 2019

Review of Educational Research

128

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This meta-analysis examined the effects of family-school interventions on children’s social-behavioral competence and mental health. One hundred and seventeen group design studies yielding 592 effect sizes constituted the current sample. Random effects models were estimated when calculating each pooled effect size estimate, and mixed effects models were calculated for each moderator analysis. The analyses yielded significant effects of family-school interventions on children’s social-behavioral competence and mental health ([Formula: see text]s = 0.332 and 0.391, respectively). Effects on children’s mental health were moderated by race/ethnicity (effects were larger for African American students) and locale (effects were smaller in urban settings relative to nonurban/rural settings). Components found to be significantly related to positive outcomes included both interpersonal, relational processes (i.e., communication, collaboration, and parent-teacher relationship) and tangible, structural elements (i.e., home-based involvement, behavioral supports). These findings indicate the benefits of family-school interventions and have implications for tailoring interventions to family characteristics and communities.

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Section: Discussionmentioning

confidence: 99%

A Meta-Analysis of Family-School Interventions and Children’s Social-Emotional Functioning: Moderators and Components of Efficacy

Sheridan¹,

Smith²,

Kim

et al. 2019

Review of Educational Research

128

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“…In particular, we note the statistically significant relationship between SRSS-IE12 scores and the Motivation to Learn and Prosocial Behavior scores: Students with higher scores on the SRSS-IE12 had lower levels of Prosocial Behavior and low levels of Motivation to Learn. Given motivation and prosocial behaviors are predictive of academic performance (DiPerna & Elliott, 2002), teachers can use these data to inform instruction by being more intentional about using strategies such as instructional choice, contextualizing learning experiences, and increasing students' opportunities to respond to increase academic engagement and motivation during Tier 1 instructional experiences (Lane, Menzies, et al, 2015).…”

Section: Implications For Selecting and Interpreting Screening Toolsmentioning

confidence: 99%

Additional Evidence of Convergent Validity between SRSS-IE and SSiS-PSG Scores

Lane

Oakes

Ennis

et al. 2015

Behavioral Disorders

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We report findings of a validity study comparing two screening tools: the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE) and the Social Skills Improvement System-Performance Screening Guide (SSiS-PSG; Elliott & Gresham, 2007). Participants were 1,680 kindergarten through sixth-grade elementary students from three schools in a northeastern state. Correlation coefficients indicated statistically significant, inverse relationships between SRSS-IE scores and Prosocial Behavior, Motivation to Learn, Reading Skills, and Math Skills subscale scores of the SSiS-PSG. Test-retest stability analyses suggested SRSS-IE and SSiS-PSG scores were stable between fall and spring administrations (p , .0001). Educational implications, limitations, and future directions are offered.

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“…The causes of good or poor academic achievement are multifactorial. Academic competence is a multidimensional construct comprised of academic skills and academic enablers (attitudes and behaviors) that facilitate school success ( DiPerna and Elliott, 2002 ). This means that observable and modifiable learning behaviors related to motivation, positive attitudes toward learning, the ability to maintain attention, flexibility in problem solving, and persistence on academic tasks play an important role in academic achievement.…”

Section: Introductionmentioning

confidence: 99%

“…This means that observable and modifiable learning behaviors related to motivation, positive attitudes toward learning, the ability to maintain attention, flexibility in problem solving, and persistence on academic tasks play an important role in academic achievement. These characteristics that facilitate academic success are referred to by Stott et al (1988) as “approaches toward learning” or “learning behaviors”, and by DiPerna and Elliott (2002) as some of the “academic enablers”. Specifically, McDermott et al (2016 , p. 60) states that “define the effortful and goal-directed means by which children go about classroom learning processes, as distinguished from the cognitive skills and socio-behavioral adaptations that might emerge from those learning processes”.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Inattention, Hyperactivity/Impulsivity Symptoms, and Executive Functions on Learning Behaviors of Children with ADHD

et al. 2017

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Children diagnosed with attention deficit/hyperactivity disorder (ADHD) are at risk of experiencing lower academic achievement compared to their peers without ADHD. However, we have a limited understanding of the mechanisms underlying this association. Both the symptoms of the disorder and the executive functions can negatively influence learning behaviors, including motivation, attitude toward learning, or persistence, key aspects of the learning process. The first objective of this study was to compare different components of learning behaviors in children diagnosed with ADHD and typically developing (TD) children. The second objective was to analyze the relationships among learning behaviors, executive functioning, and symptoms of hyperactivity/impulsivity in both groups. Participants were 35 children diagnosed with ADHD and 37 with TD (7–11 years old), matched on age and IQ. The teachers filled out the Behavior Rating Inventory of Executive Function (BRIEF) and the Learning Behaviors Scale, which evaluates Competence/motivation, Attitude toward learning, Attention/persistence, and Strategy/flexibility. In addition, parents and teachers filled out the DSM-5 diagnostic criteria for ADHD. ANOVAs showed significant differences between children with ADHD and TD children on all the learning behaviors. Moreover, in both the ADHD and TD groups, the behavioral regulation index of the BRIEF predicted the search for strategies, and the metacognition index was a good predictor of motivation. However, attitude toward learning was predicted by metacognition only in the group with ADHD. Therefore, the executive functions had greater power than the typical symptoms of inattention and hyperactivity/impulsivity in predicting learning behaviors of children with ADHD. The findings are in line with other studies that support the influence of the executive functions on performance, highlighting the importance of including their development as a top priority from early ages in the school setting in order to strengthen learning behaviors.

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Promoting Academic Enablers to Improve Student Achievement: An Introduction to the Mini-Series

Cited by 161 publications

References 20 publications

A Meta-Analysis of Family-School Interventions and Children’s Social-Emotional Functioning: Moderators and Components of Efficacy

A Meta-Analysis of Family-School Interventions and Children’s Social-Emotional Functioning: Moderators and Components of Efficacy

Additional Evidence of Convergent Validity between SRSS-IE and SSiS-PSG Scores

The Impact of Inattention, Hyperactivity/Impulsivity Symptoms, and Executive Functions on Learning Behaviors of Children with ADHD

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