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 articlepeer-review

120 Scopus citations


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
Issue number3
StatePublished - Jan 1 2002

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology


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