Enhancing the motivation of African American students: An achievement goal theory perspective

Author(s): Maehr, M. L.

Journal/Book: J Negro Educ. 1999; 68: PO Box 311, Washington, DC 20059, USA. Bureau Educational Research Howard Univ. 23-41.

Abstract: This article discusses implications of achievement goal theory on the achievement motivation of African American students in predominantly White school settings. Studies suggest that schools which emphasize task goals-the engagement in academic tasks for the purpose of learning and improving-are more conducive to Black students academic success and well-being than are those that emphasize ego goals-engagement for the purpose of excelling and besting others. Seven dimensions of school culture provide a framework for promoting emphasis on task goals in ethnically heterogeneous schools: academic tasks, distribution of authority, recognition, grouping, evaluation practices, use of time, and social norms.

Note: Article Kaplan A, Ben Gurion Univ Negev, IL-84105 Beer Sheva, ISRAEL

Keyword(s): CLASSROOM; PERCEPTIONS; PERFORMANCE; STRATEGIES; VARIABLES; EFFICACY; SUCCESS; SCHOOL; RACE

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