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ERIC Number: EJ1353165
Record Type: Journal
Publication Date: 2022-Dec
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2159-2020
EISSN: EISSN-2161-1505
Available Date: N/A
Inattentive Behavior and Homework Performance in Elementary School: The Mediating Effects of Academic Enablers
Oram, Rylee; Rogers, Maria
Contemporary School Psychology, v26 n4 p448-457 Dec 2022
Early attention skills have been found to be a significant and consistent predictor of academic outcomes, grades, and achievement results (Rabiner et al., "School Psychology Review," 45(2), 250-267, 2016; Rhoades et al., "Early Childhood Research Quarterly," 26(2), 182-191, 2011). A significant portion of students in elementary school experience attention difficulties, which can lead to difficulties attaining fundamental academic skills and enablers (DiPerna & Elliot, "School Psychology Review," 31(3), 293-297, 2002; Merrell & Tymms, "British Journal of Educational Psychology," 71(1), 43-56, 2001). The current study aimed to investigate the role of four academic enablers--motivation, study skills, interpersonal skills, and engagement--in the relationship between inattention and homework performance. Teachers completed questionnaires on inattention, academic enablers, and homework for 147 students in 1st through 4th grades. Using a multivariate path analytic approach, we tested the hypothesis that the academic enablers would have mediational, and potentially differential, effects on the relationship between inattention and two facets of homework performance--homework responsibility and homework competence. Our proposed model was supported by the data; results suggested that academic enablers play a significant role in the relationship between inattention and homework performance. These findings support a shift in focus to supporting students' academic enabling behavior as a means of providing the necessary academic skills to mitigate the effects of attention difficulties on academic outcomes.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 1; Primary Education; Grade 2; Grade 3; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A