Prevalence and patterns of academic enabling behaviors: An analysis of teachers' and students' ratings for a national sample of students

Stephen Elliott, James Clyde DiPerna, Andrew A. Mroch, Sylvia C. Lang

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

Academic enabling behaviors play a significant role in the development of academically competent students. Academic enablers are behaviors that facilitate learning such as social skills, study skills, motivation, and engagement. In this study, teacher and student ratings were used to describe the academic enablers of a nationally representative sample of 2,060 K-12 students. Differences in academic enablers were also examined for students who differed according to their educational status (i.e., general education, at-risk, and learning disability) and sex. Teacher ratings indicated that students without disabilities demonstrated higher levels of academic enablers than students with disabilities and students at-risk. Teacher ratings also indicated that female students demonstrated academic enablers more frequently than male students. Student self-ratings indicated that students without disabilities exhibited academic enablers more frequently than students with disabilities. Implications and directions for future research are discussed.

Original languageEnglish (US)
Pages (from-to)302-309
Number of pages8
JournalSchool Psychology Review
Volume33
Issue number2
StatePublished - 2004
Externally publishedYes

Fingerprint

rating
Students
teacher
student
disability
teacher rating
Educational Status
general education
Learning Disorders
female student
learning disability
Motivation
Learning
Education
learning

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

Prevalence and patterns of academic enabling behaviors : An analysis of teachers' and students' ratings for a national sample of students. / Elliott, Stephen; DiPerna, James Clyde; Mroch, Andrew A.; Lang, Sylvia C.

In: School Psychology Review, Vol. 33, No. 2, 2004, p. 302-309.

Research output: Contribution to journalArticle

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