Academic enablers as dynamic moderators: Exploring academic enablers and achievement across elementary school
| Autor: | Lyndsay N. Jenkins, Christopher J. Anthony, Julia Ogg |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
Academic Success
Schools 05 social sciences 050301 education Academic achievement Achievement Structural equation modeling Education Developmental psychology Social skills Enabling Developmental and Educational Psychology Educational Status Humans 0501 psychology and cognitive sciences Measurement invariance Child Students Psychology 0503 education Aged 050104 developmental & child psychology Study skills |
| Zdroj: | Journal of School Psychology. 86:15-31 |
| ISSN: | 0022-4405 |
| DOI: | 10.1016/j.jsp.2021.02.007 |
| Popis: | The purpose of the current study was to advance the understanding of the cross-grade dynamics of academic enablers in three ways: (a) to compare overall levels of academic enablers across children's elementary school years, (b) to determine if the relationship between academic enablers and academic achievement remained consistent across children's elementary school years, and (c) to determine if the interrelationships between academic enablers remained consistent across elementary school. We examined cross-grade dynamics using a sample of elementary-aged children (N = 536) and structural equation modeling methodology to compare primary (K–3rd grade) and intermediate (4th–5th grade) students. After establishing measurement invariance, we tested whether (a) academic enabler means and variances were equivalent for younger and older elementary students, (b) the relationships between academic enablers and academic achievement were equivalent for younger and older elementary students, and (c) the interrelations between academic enablers were equivalent for younger versus older students. The findings revealed few differences in mean levels of academic enablers but several differences in the relationships between academic enablers and academic achievement, as well as academic enabler interrelations across grade groups. Implications of these findings for research and practice are discussed. |
| Databáze: | OpenAIRE |
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