A model of academic enablers and mathematics achievement in the elementary grades

James Clyde DiPerna, Robert J. Volpe, Stephen N. Elliott

Research output: Contribution to journalArticlepeer-review

82 Scopus citations


The purpose of this study was to test a model of the relations between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and mathematics achievement. Using teacher judgments of academic enablers and achievement, we examined the fit of this model for primary (Grades K-2) and intermediate (Grades 3-6) samples of elementary students. The results of structural equation modeling analyses indicated that prior achievement and interpersonal skills predict motivation, which then predicts study skills and engagement. These latter skills, in turn, are positively associated with academic achievement. Differences in magnitude of specific model pathways, however, were noted between the primary and intermediate samples. Implications of the findings and directions for future research regarding models of academic enablers are discussed.

Original languageEnglish (US)
Pages (from-to)379-392
Number of pages14
JournalJournal of School Psychology
Issue number5
StatePublished - Nov 2005

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology


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