School Psychology Review

School Psychology Review is a quarterly journal covering mental health and education. It is published by the National Association of School Psychologists. Editorial headquarters are based in Bethesda, Md.

Articles from Vol. 31, No. 3, Summer

Academic Engagement: Current Perspectives on Research and Practice
Abstract. Classroom behaviors that enable academic learning are the focus of this article. A brief perspective is offered on the development and validation of one enabler--engagement in academic responding--and recent findings are provided of an...
A Model of Academic Enablers and Elementary Reading/language Arts Achievement
Abstract. This article includes a review of theoretical and empirical models of educational outcomes to identify student attitudes and behaviors that researchers have hypothesized to influence academic achievement. A theoretical model is proposed...
Commentary: Academic Enablers and School Learning
Abstract. This commentary presents academic enablers within the broader, overlapping context of school learning theory, including the theories of Carroll, Harnishfeger and Wiley, Walberg, and others. Multivarmate models are needed to understand...
Commentary: The Centrality of the Learning Context for Students' Academic Enabler Skills
Abstract. According to DiPerna and Elliott (2002), academic competence comprises both academic skills and academic enablers. Academic enablers, which are within student variables, are essential for understanding student achievement; however, missing...
Contributions of Study Skills to Academic Competence
Abstract. Study skills are fundamental to academic competence. Effective study skills are associated with positive outcomes across multiple academic content areas and for diverse learners. The purpose of this article is to describe an information-processing...
Is American Student Behavior Getting Worse?: Teacher Ratings over an 18-Year Period
Abstract. Scores for academic performance, adaptive functioning, DSM-oriented scales, and empirically based scales on the Teacher's Report Form (TRF) were compared for demographically similar samples of 7- to 16-year-old students assessed in 1981,...
Motivation as an Enabler for Academic Success
Abstract. Student motivation as an academic enabler for school success is discussed. Contrary to many views, however, the authors conceive of student motivation as a multifaceted construct with different components. Accordingly, the article includes...
Peer Relationships and Collaborative Learning as Contexts for Academic Enablers
Abstract. In this article it is argued that peers have the potential to provide contexts for learning that can have a profound impact on the development of students' academic enablers. Based on work on social support and belongingness, ways in which...
Promoting Academic Enablers to Improve Student Achievement: An Introduction to the Mini-Series. (Mini-Series)
Although previous miniseries (e.g., see Carnine, 1994; Skinner & Berninger, 1997) and numerous individual articles (e.g., Daly, Witt, Martens, & Dool, 1997; Powell-Smith, Shinn, Stoner, & Good, 2000) have appeared in School Psychology...
Self-Concept of Students with Learning Disabilities: A Meta-Analysis. (Unsolicited Articles Related to Mini-Series)
Abstract. Educators often assume that the self-concept of children with learning disabilities (LD) is less favorable than that of children without LD. The present study, a meta-analysis of 61 studies of self-concept, was conducted to examine this...
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