Wc. Mau et R. Lynn, Racial and ethnic differences in motivation for educational achievement inthe United States, PERS INDIV, 27(6), 1999, pp. 1091-1096
Data from the National Educational Longitudinal Study [National Educational
Longitudinal Study, (1994). National Educational Longitudinal Study: secon
d follow-up (Report No.94-374). Washington, DC: U.S. Department of Educatio
n] show that on standardised scores in mathematics, reading and science, th
e highest mean scores are obtained by Asians and whites and lower scores ar
e obtained by Hispanics and blacks. The same differences are present for th
e number of hours per week devoted to homework. It is suggested that motiva
tional differences expressed in the amount of homework undertaken contribut
e to the group differences in educational achievement. Statistically signif
icant correlations between the amount of homework and educational achieveme
nt support this hypothesis. There are also group differences in intelligenc
e parallel to those in educational achievement, suggesting both intelligenc
e and motivation are involved in racial and ethnic differences in education
al achievement. (C) 1999 Elsevier Science Ltd. All rights reserved.