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The Urban Review

, Volume 25, Issue 3, pp 221–232 | Cite as

Socioeconomic advantage and achievement motivation: Important mediators of academic performance in minority children in urban schools

  • Geoffrey F. Schultz
Article

Abstract

A correlational study examined relationships between socioeconomic advantage, achievement motivation, and academic performance in an urban elementary school population of 130 minority students (African-American, Hispanic). Level of socioeconomic advantage (more/less) was determined by school records and eligibility for participation in a compensatory school-lunch program for low-income children. A self-report measure of students' self-efficacy, intrinsic value, and self-regulatory learning orientation was used to determine level of achievement motivation (high/low). Performance data in reading and mathematics were obtained from an individually administered achievement test. Multivariate analyses revealed that socioeconomic advantage and achievement motivation are significant mediators of academic performance in minority children, independent of intellectual ability. The classroom implications of socioeconomic advantage and achievement motivation on individual differences in academic performance of minority children in urban elementary schools are discussed.

Keywords

Academic Performance Performance Data Education Research Correlational Study Important Mediator 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Human Sciences Press, Inc 1993

Authors and Affiliations

  • Geoffrey F. Schultz
    • 1
  1. 1.Division of EducationIndiana University NWGary

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