Abstract
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 language | English (US) |
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Pages (from-to) | 379-392 |
Number of pages | 14 |
Journal | Journal of School Psychology |
Volume | 43 |
Issue number | 5 |
DOIs | |
State | Published - Nov 2005 |
Externally published | Yes |
Keywords
- Classroom engagement
- Mathematics achievement
- Motivation
- Social skills
- Study skills
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology