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PREDICTORS OF ACHIEVEMENT IN AFRICAN AMERICAN STUDENTS AT RISK FOR ACADEMIC FAILURE: THE ROLES OF ACHIEVEMENT VALUES AND BEHAVIORAL ENGAGEMENT

Authors


  • This research was supported in part by a grant to Jan N. Hughes from the National Institute of Child Health and Human Development (5 R01 HD 39367-02).

  • The authors would like to thank Jan Hughes for her comments on prior revisions of this manuscript. Portions of this research were based on the first author's dissertation.

Abstract

The achievement gap between African American and European American youth is a pervasive problem in the United States. This study explored how achievement values and behavioral engagement affect the academic attainment of an academically at-risk sample of 167 African American youth in late elementary school. Results indicate that achievement values do not have a significant influence on engagement or achievement in late elementary school. However, behavioral engagement significantly influenced math achievement from Grades 4 to 5. The implications of these findings are discussed.

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