Prevalence and Patterns of Academic Enabling Behaviors: An Analysis of Teachers' and Students' Ratings for a National Sample of Students. Research Brief

Autor/inn/en	Elliott, Stephen N.; DiPerna, James Clyde; Mroch, Andrew A.; Lang, Sylvia C.
Titel	Prevalence and Patterns of Academic Enabling Behaviors: An Analysis of Teachers' and Students' Ratings for a National Sample of Students. Research Brief
Quelle	In: School Psychology Review, 33 (2004) 2, S.302-309 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Quantitative Daten; Elementary Secondary Education; Study Skills; Learning Disabilities; Learning Motivation; Academic Achievement; Interpersonal Competence; High Risk Students; Gender Differences; Self Evaluation (Individuals); Student Evaluation + Suchen Sie Ihr Suchwort? Studientechnik; Learning handicap; Lernbehinderung; Motivation for studies; Lernmotivation; Schulleistung; Interpersonale Kompetenz; Problemschüler; Geschlechterkonflikt; Schulnote; Studentische Bewertung
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. (Author).
Anmerkungen	National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10