A Model of Academic Enablers and Elementary Reading/Language Arts Achievement

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Psychometric Fundamentals of the Social Skills Improvement System: Social–Emotional Learning Edition Rating Forms (2018, background): “Much has been made of the correlational findings that SEL skills function as academic enablers (e.g., DiPerna et al., 2002, 2005), but more research needs to be conducted to establish the causal and longitudinal relationship between these constructs.”
Attention Deficit Hyperactivity Disorder and Scholastic Achievement: A Model of Mediation via Academic Enablers (2006, methodology): “Based on this research, DiPerna, Volpe, and Elliott (2002) proposed and tested a causal model of student achievement featuring multiple AEs.”
A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning. (2006, background): “Collectively, the results of the current study and those of the previous meta-analysis are consistent with the recent emphasis in the educational literature on social– emotional learning as a strategy for improving student achievement (DiPerna et al., 2001; Zins et al., 2004).”
Examination of the relationship between specific classes of social skill behaviors and academic competence on the social skills improvement system rating-scales (2012, background): “DiPerna, Volpe, and Elliott (2001), examined one theoretical model for describing this relationship with teacher ratings of 394 students from primary and intermediate grades.”