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Self-regulatory beliefs, values and achievement.
Abstract
This study examined the frequency of motivational and cognitive self-regulatory behaviors, valuation, and achievement levels of 131 African American males and 154 African American females who attended high school in a large urban school district. The results suggest that African American females who receive free and reduced lunch more frequently exhibit motivational and cognitive self-regulatory attitudes and behaviors in academic settings, achieve higher grade point averages and were more likely to admire, respect and emulate achievement related behaviors than their same-SES male counterparts.
Introduction
Ultimately, the challenge ...
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