{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1161"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1161","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Academic enablers and dance: a correlation study","abstract":"This study surveyed 24 teenagers who took part in extracurricular dancing to determine if there is a relationship between the number of hours they spent dancing and their levels of academic enablers. Academic enablers are qualities that have been identified to predict student academic success in school (DiPerna, 2006). This study addressed an ongoing debate among many parents: Does children's time-consuming involvement in extracurricular activities take away from their academic success, and how much is too much? The participants were asked to complete the Academic Competency Evaluation Scales (ACES) to determine their levels of academic enabling behaviors. They also were asked to fill out an additional questionnaire to determine the number of hours they spent dancing per week. The data was then analyzed, and a bivariate correlational analysis was performed. The results gave an r value (correlation coefficient) of -0.077. The levels indicate that, for this study, there was no relationship between the numbers of hours spent dancing per week and the level of academic enablers.","abstract_html":"This study surveyed 24 teenagers who took part in extracurricular dancing to determine if there is a relationship between the number of hours they spent dancing and their levels of academic enablers. Academic enablers are qualities that have been identified to predict student academic success in school (DiPerna, 2006). This study addressed an ongoing debate among many parents: Does children's time-consuming involvement in extracurricular activities take away from their academic success, and how much is too much? The participants were asked to complete the Academic Competency Evaluation Scales (ACES) to determine their levels of academic enabling behaviors. They also were asked to fill out an additional questionnaire to determine the number of hours they spent dancing per week. The data was then analyzed, and a bivariate correlational analysis was performed. The results gave an r value (correlation coefficient) of -0.077. The levels indicate that, for this study, there was no relationship between the numbers of hours spent dancing per week and the level of academic enablers.","abstract_has_math":false,"creators":["Burke, Kacey"],"institution":null,"degree_name":"M.A. School Psychology-Professional School Psychology","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Dihoff, Roberta"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-07-19T07:00:00Z","date_published":"2012-07-19T07:00:00Z","updated_at":"2026-07-24T04:12:56Z","subjects":["Dance; Academic achievement","Child Psychology","Student Counseling and Personnel Services"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/162","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dihoff, Roberta"]},{"key":"dc:creator","label":"Author","values":["Burke, Kacey"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:44Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. School Psychology-Professional School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Dance; Academic achievement","Child Psychology","Student Counseling and Personnel Services"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/162"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study surveyed 24 teenagers who took part in extracurricular dancing to determine if there is a relationship between the number of hours they spent dancing and their levels of academic enablers. Academic enablers are qualities that have been identified to predict student academic success in school (DiPerna, 2006). This study addressed an ongoing debate among many parents: Does children's time-consuming involvement in extracurricular activities take away from their academic success, and how much is too much? The participants were asked to complete the Academic Competency Evaluation Scales (ACES) to determine their levels of academic enabling behaviors. They also were asked to fill out an additional questionnaire to determine the number of hours they spent dancing per week. The data was then analyzed, and a bivariate correlational analysis was performed. The results gave an r value (correlation coefficient) of -0.077. The levels indicate that, for this study, there was no relationship between the numbers of hours spent dancing per week and the level of academic enablers."]},{"key":"dc:title","label":"Title","values":["Academic enablers and dance: a correlation study"]}]}],"canonical_facts":{"dc:contributor":["Dihoff, Roberta"],"dc:creator":["Burke, Kacey"],"dc:date.available":["2020-03-03T19:58:44Z"],"dc:description.abstract":["This study surveyed 24 teenagers who took part in extracurricular dancing to determine if there is a relationship between the number of hours they spent dancing and their levels of academic enablers. Academic enablers are qualities that have been identified to predict student academic success in school (DiPerna, 2006). This study addressed an ongoing debate among many parents: Does children's time-consuming involvement in extracurricular activities take away from their academic success, and how much is too much? The participants were asked to complete the Academic Competency Evaluation Scales (ACES) to determine their levels of academic enabling behaviors. They also were asked to fill out an additional questionnaire to determine the number of hours they spent dancing per week. The data was then analyzed, and a bivariate correlational analysis was performed. The results gave an r value (correlation coefficient) of -0.077. The levels indicate that, for this study, there was no relationship between the numbers of hours spent dancing per week and the level of academic enablers."],"dc:identifier":["https://rdw.rowan.edu/etd/162"],"dc:subject":["Dance; Academic achievement","Child Psychology","Student Counseling and Personnel Services"],"dc:title":["Academic enablers and dance: a correlation study"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. School Psychology-Professional School Psychology"]},"updated_at":"2026-07-24T04:12:56Z"}