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

James Clyde DiPerna, Robert J. Volpe, Stephen Elliott

Research output: Contribution to journalArticle

55 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)379-392
Number of pages14
JournalJournal of School Psychology
Volume43
Issue number5
DOIs
StatePublished - Nov 2005
Externally publishedYes

Fingerprint

Mathematics
school grade
mathematics
Motivation
academic achievement
Students
teacher
student
Social Skills

Keywords

  • Classroom engagement
  • Mathematics achievement
  • Motivation
  • Social skills
  • Study skills

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

A model of academic enablers and mathematics achievement in the elementary grades. / DiPerna, James Clyde; Volpe, Robert J.; Elliott, Stephen.

In: Journal of School Psychology, Vol. 43, No. 5, 11.2005, p. 379-392.

Research output: Contribution to journalArticle

DiPerna, James Clyde ; Volpe, Robert J. ; Elliott, Stephen. / A model of academic enablers and mathematics achievement in the elementary grades. In: Journal of School Psychology. 2005 ; Vol. 43, No. 5. pp. 379-392.
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