Abstract

Although academic motivation is an important predictor of academic success, we show that being academically motivated is not equally beneficial for everyone. More specifically, the results indicate that African American students benefit less from being academically motivated than do their White peers, particularly when they report interacting with faculty who are not highly invested in student learning and development. These findings have implications for theories of academic motivation and college student success as well as policies and practices aimed at improving student outcomes.

pdf

Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 333-348
Launched on MUSE
2017-05-04
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.