TY - JOUR
T1 - A model of academic enablers and mathematics achievement in the elementary grades
AU - DiPerna, James Clyde
AU - Volpe, Robert J.
AU - Elliott, Stephen N.
N1 - Copyright:
Copyright 2005 Elsevier B.V., All rights reserved.
PY - 2005/11
Y1 - 2005/11
N2 - 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.
AB - 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.
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U2 - 10.1016/j.jsp.2005.09.002
DO - 10.1016/j.jsp.2005.09.002
M3 - Article
AN - SCOPUS:28044450583
SN - 0022-4405
VL - 43
SP - 379
EP - 392
JO - Journal of School Psychology
JF - Journal of School Psychology
IS - 5
ER -