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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
An Investigation Of Relations Among Academic Enablers And Reading Outcomes, Lyndsay N. Jenkins, Michelle Kilpatrick Demaray
An Investigation Of Relations Among Academic Enablers And Reading Outcomes, Lyndsay N. Jenkins, Michelle Kilpatrick Demaray
Faculty Research and Creative Activity
The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third-, fourth-, and fifth-grade students (54% male). Academic enablers were rated by classroom teachers via the Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 2000). Four different measures of reading achievement were included: classroom grades, global ratings of reading skills, standardized test scores, and Reading CBM scores. Results indicated that academic …
Indirect Effects In The Peer Victimization-Academic Achievement Relation: The Role Of Academic Self-Concept And Gender, Lyndsay N. Jenkins, Michelle Kilpatrick Demaray
Indirect Effects In The Peer Victimization-Academic Achievement Relation: The Role Of Academic Self-Concept And Gender, Lyndsay N. Jenkins, Michelle Kilpatrick Demaray
Faculty Research and Creative Activity
Peer victimization is a concern because victimized youth are more likely to have social, emotional, and academic difficulties. The current study examined the link between peer victimization and academic achievement by exploring the indirect effect of academic self-concept on two variables. The sample consisted of 140 middle school students (40% male, 60% female). Using structural equation modeling, a mediation model revealed a significant indirect effect of victimization on academic achievement through academic self-concept; however, when tested for gender differences, the indirect effect was only significant for girls. Interpretation of these results and suggestions for future studies are discussed.