Commentary: The Centrality of the Learning Context for Students' Academic Enabler Skills

By S. Christenson, Amy R. Anderson. 2002

101 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6dbac22ffa9b3f9fb446124fd80d5b953402b87a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Self-Regulation Empowerment Program: A School-Based Program to Enhance Self-Regulated and Self-Motivated Cycles of Student Learning. (2004, background): “…contrary, a variety of factors such as students’ cognitive and academic skills, their interpersonal relationships, and their cultural background as well as the context in which they learn have important influences on their success in school (Christenson & Anderson, 2002; DiPerna & Elliot, 2002).”
Moving Beyond Dropout Towards School Completion: An Integrative Review of Data-Based Interventions (2003, background): “Although student involvement and self-determination are essential, less intervention directed at contextual factors is inconsistent with the prevailing theoretical perspective for comprehensive, systems-ecologically oriented interventions (Christenson & Anderson, 2002).”
Attention Deficit Hyperactivity Disorder and Scholastic Achievement: A Model of Mediation via Academic Enablers (2006, background): “Specifically, these models focus exclusively on child factors and may omit important ecological variables (cf. Christenson & Anderson, 2002; Walberg, 1981).”
Reading and School Completion: Critical Connections and Matthew Effects (2010, background): “The literature very clearly indicates an association between belonging and relationships with teachers and peers with important educational processes (eg, attitudes, participation, homework) and outcomes (for a review, see Christenson & Anderson, 2002 ).”
The Family-School Partnership: An Opportunity to Promote the Learning Competence of All Students. (2003, background): “... consider students’ levels of cognitive engagement (i.e., self-regulated learner, student responsibility, using learning strategies to complete a task), behavioral engagement (i.e., participation—classroom and extra curricular, attendance), and psychological engagement (i.e., identification with ”
The Teacher Performance Rate and Accuracy Scale (TPRA): Training as Evaluation (2005, unknown): “Ysseldyke and Christenson (as cited in Christenson & Anderson, 2002) designed The Instructional Environment Scale (TIES-II) which is another model of ecobehavioral assessment used to collect direct observational data on individual students’ classroom behaviors across four categories: planning,…”
Reexamining Gifted Underachievement and Dropout Through the Lens of Student Engagement (2013, methodology): “…a distinction between behavioral and academic engagement, partitioning indicators such as time on-task, completion of homework, and credit hours into the category of academic engagement (Appleton et al., 2006; Christenson & Anderson, 2002; Christenson et al., 2008; Reschly & Christenson, 2006a).”
Prediction of Dropout Among Students With Mild Disabilities (2006, methodology): “Three of the four types of engagement variables proposed by Christenson and Anderson (2002) were used: behavioral, cognitive, and psychological/interpersonal.”
A Model of Academic Enablers and Elementary Reading/Language Arts Achievement (2002, background): “…Walberg, 1991, 1992a, 1992b, 1992c) and Keith (e.g., Anderson & Keith, 1997; Cool & Keith, 1991) as well as other articles in this miniseries (e.g., Christenson & Anderson, 2002; Keith, 2002) provide ideas regarding other constructs to be considered in comprehensive models of academic achievement.”
Promoting Academic Enablers to Improve Student Achievement: An Introduction to the Mini-Series (2002, background): “As such, some might suggest (see Christenson and Anderson, 2002) that the construct of academic enablers should be expanded to encompass key student and environmental factors that promote the develop- ment of academic skills.”