Planners, Parents, and Other Organizational Supports in Middle School Academic Achievement

• In Event: Exploring Middle-Level Education Structures, Programs, and Practices That Support Student Success

Abstract

The purpose of the current study was to examine variables that most strongly influence middle school academic achievement among a sample of 240 6th-8th graders in the Midwest. We explored whether student organizational/academic practices uniquely predicted middle school achievement, and whether intrapersonal variables (engagement, metacognition, and student organization/academic practices) moderated relationships between contextual factors (parent, teacher, and peer support) and achievement. Findings suggest that when school engagement becomes primary focus, versus only remediating metacognitive/organizational deficits, this can pave a more accessible path for educators and parents to teach other essential skills for student success. Further, we expanded analyses of specific teacher, parent, and student organizational behaviors to determine which mattered most for academic
success. Implications for interventions are discussed.

Author

• Cheryl Leigh Somers, Wayne State University
  Presenting Author