Self-Regulatory Beliefs, Values and Achievement  
	Brian E. Harper, Cleveland State University
	Bruce W. Tuckman, The Ohio State University

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.                 

Academic Exchange Quarterly Winter 2005 Volume 9, Issue 4 Order Copy
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