TY - JOUR
T1 - Prevalence and patterns of academic enabling behaviors
T2 - An analysis of teachers' and students' ratings for a national sample of students
AU - Elliott, Stephen N.
AU - DiPerna, James Clyde
AU - Mroch, Andrew A.
AU - Lang, Sylvia C.
PY - 2004/8/20
Y1 - 2004/8/20
N2 - 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.
AB - 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.
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M3 - Review article
AN - SCOPUS:3943071049
SN - 0279-6015
VL - 33
SP - 302
EP - 309
JO - School Psychology Review
JF - School Psychology Review
IS - 2
ER -