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 from this picture is the influence of context on the development and application of students' academic enabler skills. In this article, a theoretical framework for considering the direct and indirect effects of important contexts (e.g., child, school, family, and peers) on student performance and how these contexts change over time is described. Also, the literature regarding social and emotional influences on student performance is reviewed. Finally, the implications for assessment and intervention practices and directions for future research are discussed.
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